CA4-TS Teacher Supplement Corrections

CA4-TS Teacher Supplement

Corrections

*NOTE: Only the pages with corrections are included here. You will see the page with the error highlighted in red first. Then, you will see the correction outlined in green. All other (non-included) pages have no changes. For optimum viewing in Adobe Acrobat, go to menu bar>view>page display>two page view.

6. How were the canoes of the Valley People different from those of the Coastal People? HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m Valley canoes were more shallow and made of reed. m Valley canoes were made of giant sequoia wood. m Valley canoes were totally enclosed. m Valley canoes were wide and flat, more like a raft.

7. In the Mountain Region, in order to catch fish while ice fishing, natives used ______. HSS 4.1.5, 4.2, 4.2.1 m nets m a spear m fishing poles m a bow and arrow

8. The largest tree in the world is the General Sherman ______. HSS 4.1.5 m giant redwood m giant white oak m giant sequoia m giant pine

9. The people of the Desert Region found food in many ways, including hunting rabbits, fishing in streams and ______. HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m gathering nuts and berries m collecting wild onions and garlic m harvesting apples and cherries from trees m growing squash, melons, pumpkins and corn

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and the article title that helped you find the answer in your response.

10. Explain in detail how the California Indians hunted ducks? HSS 4.2.1

______

93 6. How were the canoes of the Valley People different from those of the Coastal People? HSS 4.1.5, 4.2, 4.2.1; AS K5CST5 m Valley canoes were more shallow and made of reed. m Valley canoes were made of giant sequoia wood. m Valley canoes were totally enclosed. m Valley canoes were wide and flat, more like a raft.

7. In the Mountain Region, people ______food so they could eat during the winter. m traded m dried m cooked m burned

8. The largest tree in the world is the General Sherman ______. HSS 4.1.5 m giant redwood m giant white oak m giant sequoia m giant pine

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and the article title that helped you find the answer in your response.

10. Explain in detail how the California Indians hunted ducks? HSS 4.2.1

______

93 Fold Here YUROK are on the top side. Use cutting, lift up each door and MIWOK Fold Here Date:______Pacific Coast Indians Flipbook CHUMASH Quarter 1, Week 6 Week 1, Quarter HUPA Draw a picture to represent each American Indian tribe on top; then, the inside, write facts out tribe’s culture and Name:______California Studies Weekly traditions. Fold this worksheet in half lengthwise (hot dog style) so that the printed boxes scissors to make three cuts to create lift-the-flap “doors” only on the printed top half. (If you cut through three cuts to create lift-the-flap “doors” only on the printed scissors to make both sides of this paper, your flipbook will fall apart.) After you have finished draw a line from the fold to bottom of your paper. Fold Here

103 HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: RI 4.1, 4.2, 4.5 1, 2 ELD Standards Covered: Interacting in Meaningful Ways Cognitive Complexity Level: LOW-MODERATE/2 Fold Here YUROK are on the top side. Use cutting, lift up each door and MIWOK Fold Here Date:______Pacific Coast Indians Flipbook CHUMASH Quarter 1, Week 6 Week 1, Quarter HUPA Draw a picture to represent each American Indian tribe on top; then, the inside, write facts about tribe’s culture and Name:______California Studies Weekly traditions. Fold this worksheet in half lengthwise (hot dog style) so that the printed boxes scissors to make three cuts to create lift-the-flap “doors” only on the printed top half. (If you cut through three cuts to create lift-the-flap “doors” only on the printed scissors to make both sides of this paper, your flipbook will fall apart.) After you have finished draw a line from the fold to bottom of your paper. Fold Here

103 HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: RI 4.1, 4.2, 4.5 1, 2 ELD Standards Covered: Interacting in Meaningful Ways Cognitive Complexity Level: LOW-MODERATE/2 California Studies Weekly Teacher Supplement Describe the Tribe HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.9 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2

Lesson Suggestions: independent work or work with a buddy

Cognitive Complexity Level: MODERATE/2-3

Differentiated Instruction for Universal Access English Learner Connection: Break the text up into smaller, more manageable pieces for ELL students. Stop frequently for comprehension and vocabulary checks. Ask students to retell the articles in their own words to help check for understanding.

Below/Developing Learner: Pair developing learners with stronger readers to read the text together and discuss. Push students to ask one another questions as they read. Then, ask students to create a collaborative summary of the text together.

Gifted and Talented (GATE) Connection: Have students conduct additional research on the homes of the Cahuilla Indians. After conducting research, have students create a photo board or 3-D model of a kish.

Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

*Opinion: In a paragraph or two, tell which California Desert Indian group you would rather have belonged to. Be sure to explain your reasons for choosing this group over the other. Include many details and remember to use correct spelling, grammar and punctuation.

Informative/Explanatory: Explain the key differences of the Mojave Indians and the Cahuilla Indians. Use the Venn diagram from the Desert Indians Compare and Contrast blackline master to help you recall the information from the reading this week.

Narrative: This week, you read a Cahuilla legend about coming of age. Write your own legend that helps explain a natural phenomenon, such as the changing of the seasons, rain, sunrise and sunset, etc. Try to use information you learned about the Cahuilla from the text this week in your legend.

Day 4 Continued (20 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence. HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9, SL 4.1D ELD Standards Covered: I.B.6, I.C.10, I.C.12

111 California Studies Weekly Teacher Supplement Describe the Tribe HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.9 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2

Lesson Suggestions: independent work or work with a buddy

Cognitive Complexity Level: MODERATE/2-3

*Opinion: Tell which California Desert Indian groups you would most like to learn more about. Explain why you are interested in that particular group. Include details and remember to use correct spelling, grammar and punctuation.

111 California Studies Weekly Teacher Supplement Lesson Tasks • Introduce this week's issue. Ask students to use the article’s title to determine what region’s American Indians they’ll be studying next. • Look at the first article, “A Piece of Yahi.” Have students think about the photo on the front page. Ask them to describe the feeling they get when they look at the picture and how they think the man in the picture is feeling. • Read the article together. Talk about the causes of the decline in the number of Yana tribe members. Ask students why they think the members of the Yahi tribe began hiding from the white settlers. • Help students with difficult BAV such as massacre and tuberculosis. • Continue reading the text and discussing how Ishi was discovered and how he eventually came to live at the University of California. • Ask students to turn and talk to their neighbor about how it would feel to be completely alone. • Discuss how the university learned about the Yahi and Yana from Ishi. • Finally, talk about Ishi’s death and eventual return to his homeland. • Have students think about what it would be like to be Ishi. Using the Ishi’s Story blackline master, have students write their own firsthand account of what it would have been like to be Ishi from his point of view. Ask students to use details from the text to help them infer how Ishi would feel throughout the story. • Ask students to share their writings with one another and ask for volunteers who would like to share their writing with the class. • Read the next article “An Ancient Promise to McCloud River Salmon.” • Ask students if they know anything about the BAV dam. Explain the concept if necessary, and show students images so they are familiar with the concept. • Read the article together and discuss pros and cons of having a dam on a river. Explain that dams allow for water conservation and are sometimes used to generate electricity. On the other hand, dams interfere with existing ecosystems and can cause native populations to suffer. • Talk about how the Winnemum Wintu traveled to New Zealand to ask the salmon to return to the McCloud River as well as to learn about rivers and fish hatcheries.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. Why did Ishi’s people have to hide in the foothills of Lassen? (White settlers had moved into the area of the Yana people and were wreaking havoc on their lives. Many Yana were killed, and food was becoming scarce. Ishi and his people hid to survive.) MODERATE/2-3 2. How did Ishi teach people about the Yana tribe? (Ishi became friends with professors of the University of California. While caring for Ishi, they were able to communicate with him and record information he shared about the Yahi and Yana tribes. Ishi also showed the professors how to make traditional Yana tools and told traditional stories that had been passed down through generations. Finally, Ishi took the professors to his homeland and gave them a tour, allowing them to produce maps.) MODERATE/2-3 3. What caused a decline in the McCloud River salmon? (In the 1940s, the federal government built the Shasta Dam, which caused a decline in the salmon population. The dam interfered with the salmons’ ecosystem. It may have caused an issue with food supply or mating habits.) MODERATE/3-4 4. Why did the Winnemum Wintu travel to New Zealand? (to ask the salmon to return as well as learn from the fish hatcheries) LOW/1

Common Misconceptions: Some students migt think that American Indians lived peacefully with the white settlers.

119 California Studies Weekly Teacher Supplement Lesson Tasks • Introduce this week's issue. Ask students to use the article’s title to determine what region’s American Indians they’ll be studying next. • Look at the first article, “A Piece of Yahi.” Have students think about the photo on the front page. Ask them to describe the feeling they get when they look at the picture and how they think the man in the picture is feeling. • Read the article together. Talk about the causes of the decline in the number of Yana tribe members. Ask students why they think the members of the Yahi tribe began hiding from the white settlers. • Help students with difficult BAV such as massacre and tuberculosis. • Continue reading the text and discussing how Ishi was discovered and how he eventually came to live at the University of California. • Ask students to turn and talk to their neighbor about how it would feel to be completely alone. • Discuss how the university learned about the Yahi and Yana from Ishi. • Finally, talk about Ishi’s death and eventual return to his homeland. • Have students think about what it would be like to be Ishi. Using the Ishi’s Story blackline master, have students write their own firsthand account of what it would have been like to be Ishi from his point of view. Ask students to use details from the text to help them infer how Ishi would feel throughout the story. • Ask students to share their writings with one another and ask for volunteers who would like to share their writing with the class. • Read the next article “An Ancient Promise to McCloud River Salmon.” • Ask students if they know anything about the BAV dam. Explain the concept if necessary, and show students images so they are familiar with the concept. • Read the article together and discuss pros and cons of having a dam on a river. Explain that dams allow for water conservation and are sometimes used to generate electricity. On the other hand, dams interfere with existing ecosystems and can cause native populations to suffer. • Talk about how the Winnemum Wintu traveled to New Zealand to ask the salmon to return to the McCloud River as well as to learn about rivers and fish hatcheries.

Common Misconceptions: Some students might think that American Indians lived peacefully with the white settlers.

119 California Studies Weekly Teacher Supplement Have students practice citing sources by having them highlight where in this week’s magazine they found the answer to each crossword puzzle clue.

Cognitive Complexity Level: LOW/1

Match It Up HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.2 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2

Lesson Suggestions: independent

Cognitive Complexity Level: MODERATE/2-3

Differentiated Instruction for Universal Access English Learner Connection: Use notecards to help students physically organize details about each tribe. Students can review information about each tribe by sorting the correct cards under each tribe heading.

Below/Developing Learner: Use graphic organizers to help students identify and organize important information from the text. Help students identify text features such as titles and headings to help identify the main idea of a section of text.

Gifted and Talented (GATE) Connection: Identify important ideas from the text and encourage students to conduct additional research about the topics that interest them. Ask students to be experts on these topics and differ to them when the topic comes up in reading.

Day 4 (20 Minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

Opinion: If you could be a member of any of the Northeast or Mountain tribes which tribe would you choose? Please include the reasons you chose this tribe as well as what role you would have in the tribe.

Informative/Explanatory: Explain how dams such as Shasta Dam can impact an ecosystem. Do some additional research to find out how dams impact the people and animals of an area and explain what can be done to decrease their impact.

*Narrative: As you open your surprise package, you find a wonderful artifact (like an arrowhead or other authentic thing made by historic people). Who sent you the artifact? What would you use it for? What is great about your artifact? Could it be worth a lot of money?

123 California Studies Weekly Teacher Supplement Have students practice citing sources by having them highlight where in this week’s magazine they found the answer to each crossword puzzle clue.

Cognitive Complexity Level: LOW/1

Match It Up HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI 4.1, RI 4.2 ELD Standards Covered: I.B.6, I.C.12, II.C.6 Analysis Skills Covered: K5CST5, K5HI2

Lesson Suggestions: independent

Cognitive Complexity Level: MODERATE/2-3

Opinion: Tell which Northeast or Mountain tribe you would most like to learn more about. Explain why you are interested in that particular group. Include details and remember to use correct spelling, grammar and punctuation.

123 California Studies Weekly Teacher Supplement Day 4 (30 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3

Opinion: Now that you have read about all the American Indians from all the regions of California, of which tribe would you want to be a member? State your opinion and provide specific details that explain why you feel that way.

Informative/Explanatory: Explain the role of the shaman in the California Central Valley tribes. Use the text and include important details from the text about how the shaman went about providing care for the people and what would happen if they were not able to heal members of their tribe. Write in complete sentences and use correct grammar and conventions.

*Narrative: Imagine you are a California Indian who has received a brand new pair of moccasins. Describe how you feel and what you do with your new footwear. Remember to include lots of detail and use correct spelling, grammar and punctuation.

Day 4 Continued (20 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5CST5, K5HI2

Day 5 (30 minutes) Assessment To check for understanding, distribute the weekly assessment for students to complete independently. If time allows, you may choose to assign an extension activity to conclude the lesson.

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion(s) Educational Application— Stickyboard 2 Students can use the whiteboard or sticky notes to record their thinking as they read and discuss the text. Students can work together to organize their ideas together after reading. Teachers could also use the app to provide students with a graffiti board to record ideas about a particular topic posed.

136 California Studies Weekly Teacher Supplement Day 4 (30 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.1 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3

Opinion: Now that you have read about American Indians from all the regions of California, which one interests you the most? State your opinion and provide specific details that explain why you feel that way.

Day 4 Continued (20 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.1 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5CST5, K5HI2

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

136 California Studies Weekly Teacher Supplement Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.5 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

Opinion: If you were an American Indian, would you have chosen the mission life? Consider the pros and cons, and form your opinion. State your opinion and use evidence from the text, as well as your own thoughts and feelings.

Informative/Explanatory: Explain how American Indians contributed to the establishment of the Spanish missions. What role did they play in everyday mission life?

*Narrative: Imagine you are an American Indian child living in a Spanish mission. In a paragraph or two, tell how you feel about your life. What are your favorite things about living in the mission? What are your least favorite things? Do you enjoy mission life, or would you rather go back to living as you did before? Remember to use correct spelling, grammar and punctuation.

Day 4 continued (25 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5HI1, K5HI3

Day 5 (30 minutes) Assessment To check for understanding, distribute the weekly assessment for students to complete independently.

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion(s) VoiceThread (www.voicethread.com) This week, students can create a presentation about mission life using VoiceThread. VoiceThread is a site for students to create a presentation using videos, documents and/or images. Students can record their voices and use the pen to write within the presentation. VoiceThread can also be used for class discussions. Students can write or record their voices to comment on a slide. This feature allows students, who do not usually speak up in class or who have trouble expressing their thoughts in writing, record their thoughts in a way they feel most comfortable.

194 California Studies Weekly Teacher Supplement Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.5 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

Opinion: What were you thinking and feeling as you read about the mission system? State why you felt that way and cite specific evidence from the text.

Informative/Explanatory: Explain how American Indians contributed to the establishment of the Spanish missions. What role did they play in everyday mission life?

*Narrative: Write a short story about life in a California mission. Are some parts of life good? What is bad about life here? Use information in the student edition to help you create the story.

Day 4 continued (25 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.3, 4.2.4, 4.2.5, 4.2.6 ELA Standards Covered: RI.4.1, RI 4.10, W 4.2, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5HI1, K5HI3

Day 5 (30 minutes) Assessment To check for understanding, distribute the weekly assessment for students to complete independently.

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

194 California Studies Weekly Teacher Supplement American Cowhands Lasso Spanish Words HSS Standards Covered: 4.2, 4.2.5 ELA Standards Covered: RI 4.1, RI 4.2, RI 4.4 ELD Standards Covered: I.B.6, II.C.6 Analysis Skills Covered: K5HI1

Lesson Suggestions: small group or partners

BAV: banknote, goods * The words listed above are provided to bring attention to other unfamiliar words students might encounter on this page.

Lesson Tasks • Review the information from the previous lessons. • Have students read each text with their partner or small group. • Help students with difficult or unknown words. Have students use the text to review the meaning of the BAV “tallow” and “cowhide.” • Use the teacher questions to promote discussions as a whole group. • Have students work with the partner or small group to complete their copies of the Cowhide Math blackline master (found on the Online Teacher Edition). • Discuss the Spanish words in the article “American Cowhands Lasso Spanish Words.” Construct a list of other words students can think of that relate to ranching or farming. If possible, provide students with a Spanish to English dictionary, or use an online dictionary for students, to see if any of these additional words have Spanish roots.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. How did ranchers take advantage of the whole cow to get the goods they needed? (Ranchers used cowhides like money. They traded the hides and tallow for goods like iron, glass, spices, rope, dinner plates, silk, hats, jewelry, tea, coffee, sugar and furniture.) MODERATE/2-3 2. How did settlers use the cowhides and tallow? (Cowhides were used for saddles, harnesses, shoes, door hinges and many other leather items. Tallow was important for making soaps, lotion and candles.) MODERATE/2-3 3. Why are many words used by cowhands of Spanish origin? (Many of the first cowhands inAmerica were from Mexico.) LOW/1

Common Misconceptions: Some students might think that cattle, raised by the ranchos, were only used for beef.

Day 2/3 continued (30 minutes) Page 3 What is a patrona? HSS Standards Covered: 4.2, 4.2.5 ELA Standards Covered: RI 4.1, RI 4.2, RI 4.4 ELD Standards Covered: I.B.6, II.C.6 Analysis Skills Covered: K5HI1, K5HI3

227 California Studies Weekly Teacher Supplement American Cowhands Lasso Spanish Words HSS Standards Covered: 4.2, 4.2.5 ELA Standards Covered: RI 4.1, RI 4.2, RI 4.4 ELD Standards Covered: I.B.6, II.C.6 Analysis Skills Covered: K5HI1

Lesson Suggestions: small group or partners

BAV: banknote, goods * The words listed above are provided to bring attention to other unfamiliar words students might encounter on this page.

Lesson Tasks • Review the information from the previous lessons. • Have students read each text with their partner or small group. • Help students with difficult or unknown words. Have students use the text to review the meaning of the BAV “tallow” and “cowhide.” • Use the teacher questions to promote discussions as a whole group. • Discuss the Spanish words in the article “American Cowhands Lasso Spanish Words.” Construct a list of other words students can think of that relate to ranching or farming. If possible, provide students with a Spanish to English dictionary, or use an online dictionary for students, to see if any of these additional words have Spanish roots.

Common Misconceptions: Some students might think that cattle, raised by the ranchos, were only used for beef.

So You Want to Be a Vaquero? HSS Standards Covered: 4.2, 4.2.5 227 California Studies Weekly Teacher Supplement Differentiated Instruction for Universal Access English Learner and Below/Developing Learner: Break the text up into smaller portions when reading and ask students to take a moment to summarize what they read. Use sticky notes to record the main ideas of the paragraphs to construct a progressive summary.

Gifted and Talented Connection (GATE): Have students learn more about immunity. Ask students to find and present more information about how our bodies fight off diseases and how immunity develops. Students may also find information about the history of vaccines and how they have changed modern medicine. Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: 4.2, 4.2.5, 4.2.8 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

*Opinion: Imagine you are an American Indian living in early California. Would you rather live and work on a Spanish mission or on a Mexican rancho? In a paragraph or two, tell which you would prefer and explain the reasons for your choice. Remember to use correct spelling, grammar and punctuation.

Informative/Explanatory: Why did Mexico feel the need to break up the mission system? Explain the reasons behind secularizing the missions and how the ranchos benefited the Mexican government.

Narrative: Life in California changed dramatically after Mexico took over the land. Write a journal entry from the perspective of an American Indian who once lived on a mission. Describe the changes that are taking place and what you plan on doing now that the mission is no longer going to be your home.

Day 4 continued (25 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.3, 4.2.5, 4.2.8 ELA Standards Covered: RI.4.1, RI 4.4, RI 4.10, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5HI1, K5HI3

Day 5 (30 minutes) Assessment To check for understanding, distribute the weekly assessment for students to complete independently.

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

2.0 Technology Suggestion(s) Quizizz (http://quizizz.com/) • Create a quiz that will test students’ knowledge about the California missions and ranchos. Quizizz allows you to create the quiz without having an account. When students answer a question, they get to see a fun

241 California Studies Weekly Teacher Supplement Differentiated Instruction for Universal Access English Learner and Below/Developing Learner: Break the text up into smaller portions when reading and ask students to take a moment to summarize what they read. Use sticky notes to record the main ideas of the paragraphs to construct a progressive summary.

*Opinion: Do you think the change from the mission system to the Mexican rancho system was positive or negative? Cite specific evidence from the student edition.

Informative/Explanatory: Why did Mexico feel the need to break up the mission system? Explain the reasons behind secularizing the missions and how the ranchos benefited the Mexican government.

Day 4 continued (25 minutes) Looking Back Activities and Suggestions Think & Review Questions: located on Page 4 of the Student Edition Ask students to answer each question in a complete sentence.

HSS Standards Covered: 4.2, 4.2.3, 4.2.5, 4.2.8 ELA Standards Covered: RI.4.1, RI 4.4, RI 4.10, W 4.9 ELD Standards Covered: I.B.6, I.C.10, I.C.12 Analysis Skills Covered: K5HI1, K5HI3

Day 5 (30 minutes) Assessment To check for understanding, distribute the weekly assessment for students to complete independently.

Writing and Technology Digital Developments: The teacher may use this as a student product assessment and/or a replacement for the weekly assessment. MODERATE to HIGH/3-4

241 5) According to the article “What Did the Bear Flag Really look Like?” who was the American who led the group that declared idependence for the region and hoisted a white flag with a grizzly bear facing a red star? HSS 4.3, 4.3.2; AS K5HI1 m Mariano Guadalupe Vallejo m John C. Frémont m William B. Ide m Ascensión Franco González

6) Why was the Bear Flag replaced soon after the revolt? HSS 4.3; AS K5HI1 m Mexican officials put an end to the revolt. m The rebels did not want a flag. m The flag was replaced by the American flag. m The flag was replaced by the Mexican flag.

7) How did Vallejo react when the rebels surrounded his home? HSS 4.3.3; AS K5HI1 m He welcomed them inside and offered them refreshments. m He had Mexican soldiers threaten to shoot him if he did not leave. m He gave them an ultimatum and asked them to leave peacefully. m He escaped with his family.

8) During the Bear Flag Revolt, Mexicans outnumbered Americans in California by as many as ______people. HSS 4.3; AS K5HI1 m 6,000 m 12,000 m 1,200 m 1,000

9) After the revolt, General Vallejo served as ______. HSS 4.3.3; AS K5HI1 m governor m state senator m congressman m president

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you find the answer in your response.

10) How long did it take the Bear Flag rebels to learn that the United States and Mexico at war? When they heard the news, what did they do? HSS 4.3; AS K5HI1, K5HI3

______

23 5) According to the article “What Did the Bear Flag Really look Like?” who was the American who led the group that declared idependence for the region and hoisted a white flag with a grizzly bear facing a red star? HSS 4.3, 4.3.2; AS K5HI1 m Mariano Guadalupe Vallejo m John C. Frémont m William B. Ide m Ascensión Franco González

8) During the Bear Flag Revolt, Mexicans outnumbered Americans in California by as many as ______people. HSS 4.3; AS K5HI1 m 6,000 m 12,000 m 1,200 m 1,000

9) After the revolt, John Frémont served as ______. HSS 4.3.3; AS K5HI1 m governor m state senator m congressman m president

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you find the answer in your response.

10) How long did it take the Bear Flag rebels to learn that the United States and Mexico at war? When they heard the news, what did they do? HSS 4.3; AS K5HI1, K5HI3

______

______Name:______Date:______California Studies Weekly Quarter 3, Week 24 Weekly Assessment

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you find the answer in your response.

1) Describe how Nancy Kelsey was able to become a successful business woman. HSS 4.3, 4.3.4

______

2) On the way to California, a majority of the party traveling with Nancy Kelsey decided to ______. HSS 4.3, 4.3.4 AS K5HI1, K5HI3 m return to Missouri m head to Oregon instead m become citizens of Mexico m join the American Indians in North Dakota Use the chart to help answer #3. Name Accomplishment

Sarah Royce She wrote journal entries that were later combined into a book.

Maria She told her story about living throught the Mexican-American War to Angustias de la author, Thomas Savage. Guerra She arranged a meeting between General John Frémont and General Andres ? Pico about ending the Mexican-American War. Louise Clappe Her “Dame Shirley” letters were published in a magazine.

3) Which woman arranged a meeting between John Frémont and General Andres Pico about ending the Mexican-American War? HSS 4.3, 4.3.4 m Biddy Mason m Luzena Wilson m Mary Ballou m Bernarda Ruiz

4) Why did Louise Clappe come to the gold fields during the Gold Rush? HSS 4.3 m She wanted to be a miner. m She came to work and opened a boarding house. m She came with her children to find a new home. m She arrived with her husband who was a doctor.

HSS Standards Covered: 4.3.4 Cognitive Complexity Level: MODERATE/2-3 87 HSS Standards Covered: 4.3.4 Cognitive Complexity Level: MODERATE/2-3 4) WhatdidLouiseClappe accomplishwhileinthegoldfields during theGoldRush? endingtheMexican-AmericanWar? 3) Whichwomanarrangedameetingbetween JohnFrémontandGeneralAndresPicoabout m jointheAmericanIndiansinNorthDakota m becomecitizensofMexico m headtoOregoninstead m returntoMissouri ______. HSS4.3,4.3.4ASK5HI1,K5HI3 2) OnthewaytoCalifornia,amajorityofpartytravelingwithNancyK California StudiesWeekly Name:______Use thecharttohelpanswer#3. ______1) DescribehowNancyKelsey wasabletobecomeasuccessfulbusinesswoman. number andarticlethathelpedyoufindtheanswerinyourresponse. Use thisweek’sissueofStudiesWeekly tohelpyouanswerthisquestion.Includethepage Louise Clappe Guerra Angustias dela Maria Sarah Royce Name m Shewasthe firstwomantowrite aboutwhatitwas like to be agoldminer. m Shefound a newhomewithher family. m Shecametoworkand openedaboardinghouse. m Shefollowedherhusband toCalifornia. m BernardaRuiz m MaryBallou m LuzenaWilson m BiddyMason ? Her “DameShirley”letterswerepublished inamagazine. Thomas Savage. She toldherstoryaboutlivingthroughtheMexican-AmericanWar toauthor, She wrotejournalentriesthatwerelatercombinedintoabook. Pico aboutendingtheMexican-AmericanWar. She arrangedameetingbetweenGeneralJohnFrémontandAndres

Weekly Assessment Date:______Accomplishment HSS 4.3,4.3.4 Quarter3,Week 24

elsey decidedto HSS 4.3 HSS 4.3,4.3.4

5) What movement in history is represented in the picture? HSS 4.3, 4.3.4 m The Mexican-American Peace Movement m Suffrage (right to vote) Movement m International Peace Movement m None of the above

6) Sarah Royce’s journal entries were combined into a book called _____. HSS 4.3, 4.3.4 m “If We Were Going, Let Us Go” m “Pioneers” m “A Frontier Lady” m “Dame Shirley”

7) What is the importance of the 19th Amendment which was passed in 1920? HSS 4.5 m It gave women the right to vote. m It said women were equal to men. m It guaranteed that women would be treated fairly. m It guaranteed that women would be paid the same as men.

8) Why were miners willing to pay a lot of money for food and board? HSS 4.3, 4.3.4 m They were too lazy to cook it themselves. m They were eager to eat food cooked by women and a little loving care. m They did not know how to cook. m A and C

9) What did boarding houses in mining towns offer miners that they were willing to pay for? HSS 4.3, 4.3.4 m Clean bathrooms and music m Clean beds and clean bathrooms m Home cooked meals and a place to sleep m None of the above

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you fi nd the answer in your response.

10) Describe the boarding house that Mary Ballou and her husband opened. HSS 4.3, 4.3.4

______

88 5) What movement in history is represented in the picture? HSS 4.3, 4.3.4 m The Mexican-American Peace Movement m right to vote for women, also called Suffrage m International Peace Movement m None of the above

6) Sarah Royce’s journal entries were combined into a book called _____. HSS 4.3, 4.3.4 m “If We Were Going, Let Us Go” m “Pioneers” m “A Frontier Lady” m “Dame Shirley”

Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you fi nd the answer in your response.

10) Describe the boarding house that Mary Ballou and her husband opened. HSS 4.3, 4.3.4

______

______California Studies Weekly Teacher Supplement

Name:______Date:______California Studies Weekly Quarter 3, Week 26 Weekly Literacy Connection Slavery

Look closely at this primary source photo. This photo is of two young children when slavery still existed in the United States. Imagine yourself as one of the children in the photo. Write a paragraph or two explaining how you are feeling and what is happening around you. Where are you from? What are you going through? What have you experienced in the past? What do you see in your future? Be sure to use complete sentences and correct grammar and punctuation.

______

HSS Standards Covered: N/A ELA/Literacy Standards Covered: W 4.3, W 4.4, W 4.9 ELD Standards Covered: Interacting in Meaningful Ways 9, 10, 11, 12 Analysis Skills Covered: K5HI1, K5HI3 Cognitive Complexity Level: MODERATE/2-3

397 California Studies Weekly Teacher Supplement

Name:______Date:______California Studies Weekly Quarter 3, Week 26 Weekly Literacy Connection Slavery

Look closely at this primary source photo. This photo is of two young children when slavery still existed in the United States.

Describe how these children may have felt. Explain what they have experienced, and what the future may hold for them.

397 California Studies Weekly Teacher Supplement

3. Complete the following chart with the correct response. HSS 4.3, 4.3.5 AS K5HI1

The Compromise of California could enter New Mexico, Arizona, The Fugitive Slave Act 1850 allowed for the the Union as a free Nevada, and Utah, was a federal law that following provisions: state. became territories required all citizens to that were neither free help______nor slave. ______

m provide shelter to fugitive slaves m return slaves to their owners m fugitive slaves escape to free states m fugitive slaves find their family members

4. The U.S. Constitution ______. HSS 4.5, 4.5.1 AS K5HI1 m sets up our nation’s government m protects the rights of only male citizens m sets up our nation’s education system m protects the rights of slaves

5. How did General Riley contribute to California becoming a state? HSS 4.3, 4.3.5 AS K5HI1 m He helped draft the Compromise of 1850. m He persuaded Congress to accept California into the Union. m He called a constitutional convention to help bring law and order. m A and C

6. What are the three branches of government under the U.S. and California constitutions? HSS 4.5, 4.5.1, 4.5.2 AS K5HI1 m executive, congressional and the judicial m congressional, judicial and the legislative m judicial, legislative and presidential m executive, legislative and judicial

399 California Studies Weekly Teacher Supplement

3. Complete the following chart with the correct response. HSS 4.3, 4.3.5 AS K5HI1

m provide shelter to fugitive slaves m return slaves to their owners m fugitive slaves escape to free states m fugitive slaves find their family members

5. Dalip Singh Saund was the first ______. HSS 4.3, 4.3.5 m governor of California m Indian American in California m Sikh member of Congress m man to walk on the moon

399 California Studies Weekly Teacher Supplement

7. The first ten amendments of the U.S. Constitution are known as the ______. HSS 4.5.1 AS K5HI1 m Bill of Rights m Constitutional Rights m Citizens’ Rights m Basic Rights

8. Who was Henry Clay? HSS 4.3, 4.3.5 AS K5HI1 m He was one of the delegates from California. m He worked out a compromise that made both the South and the North happy. m He was a senator from Illinois. m He was a Kentucky senator who wanted California to be a free state.

9. Which important event took place at Colton Hall on September 1, 1849? HSS 4.3, 4.3.5 AS K5HI1 m California was admitted into the Union. m The Gold Rush began. m The Constitutional Convention began. m The Treaty of Guadalupe Hidalgo was signed.

10. Use this week’s issue of Studies Weekly to help you answer this question. Include the page number and article that helped you find the answer in your response. Why were members of Congress worried when California wanted to become a state? HSS 4.3.5 AS K5HI1, K5HI3

______

400 California Studies Weekly Teacher Supplement

7. The first ten amendments of the U.S. Constitution are known as the ______. HSS 4.5.1 AS K5HI1 m Bill of Rights m Constitutional Rights m Citizens’ Rights m Basic Rights

9. Those fleeing enslavement could be captured and sent back to slaveowners under the ______. HSS 4.3, K5HI1 m California State Constitution m Compromise of 1850 m Fugitive Slave Act m First Amendment

______

400 California Studies Weekly Teacher Supplement 4th Quarter Crossword Puzzle Answer Keys Week 28 Week 29 Header Info 1 Header Info 1 Header Info 2 Header Info 2 etc... etc... 1 T 1 2 S T A T I O N 2 R A R A V A 3C E N T R A L 3U N I O N 4T S L S E C A 5M O C H I L A 6T 4 5 7 P R O M O N T O R Y O E S E A S I C K N G L N C A 6 8B U T T E R F I E L D F T H I 7 I A G J U D A H I E L N P R M N W 8 9 10 9D E A T H A C H I N E S E U A F 11 N 10M O R S E N N N Y E L L O W T E T I U A A O R L 12G O L D E N

Header Info 1 Across Down Header AcrossInfo 2 WeekDown 31 1. A way _____ was aWeek place along the 30 Overland 2. across the continent [TRANSCONTINENTAL] Trail where stagecoaches could get new horses 4. invention that made it possible to send messages etc...3. train company that started in Sacramento and 1. the railway that reached across the country worked its way east: ______Pacific [TRANSCONTINENTAL] and equipment. [STATION] 1 across the continent rapidly [TELEGRAPH] 3. A telegraph company that now helps people and 6. DThe first ______was sent from San [CENTRAL] 2. a mass of snow and ice falling quickly down a businesses send money. Western ______Francisco to Washington, D.C., in 1861. 4. the spot in Utah where*No the Wedding Crossword of the Rails Puzzlemountainside for [AVALANCHE]this week. [UNION] 2L E V [TELEGRAM]I S took place [PROMONTORY] 5. President Lincoln helped move the railroad 5. knapsack that Pony Express riders used to carry 7. Theodore ______was the chief engineer of forward by signing the Pacific ______Act. the mail [MOCHILA] the railroad in California. [JUDAH] [RAILWAY] 7. Even on land, stagecoach passengers often felt S 8. workers who came to America hoping to earn 6. Many Irish immigrants came to America ______while traveling. [SEASICK] enough money to return home and live the good because of the Irish Potato ______. [FAMINE] 8. John ______started the Overland Mail C life [CHINESE] 9. train company that started in Omaha and Company. [BUTTERFIELD] 3 11. A deadly virus carried by mosquitoes is ______worked its way toward California: ______Pacific 9. Pony Express riders had to be willing toS riskO this U R D O U G H fever. [YELLOW] [UNION] daily. [DEATH] 12. The ______spike was driven into the laurel 10. railroad owners who became some of the 10. painter and inventor who changed I wood tie to celebrate the union of the East and richest men in California: the Big ______communication forever [MORSE] West. [GOLDEN] [FOUR] 4 I M M I G R A N T S 5C I 6M U L B E R R Y N L A T 7C H 8 I N A T O W N U R I R I O 9E X C L U S I O N H Week 33

Week 32 1S Across Down T 2. durable pants made of denim cloth [LEVIS] 1. unfair treatment of a person or group of people 3. Each loaf of this bread*No baked Crossword in the Boudin Puzzle forbecause this of race,week. gender, religion, age, etc. 2A E Bakery begins with a piece of dough from an [DISCRIMINATION] earlier loaf. [SOURDOUGH] 5. the unique way that people live based on their N I 4. people who move to another country from their heritage [CULTURE] 3 4 5 place of origin [IMMIGRANTS] 8. While the Central Pacific Railroad employed S A N H A 6. tree that silkworms use for food [MULBERRY] many Chinese workers, the Union Pacific I H B O E 7. area of San Francisco that retains the culture of employed many _____ workers. [IRISH] Asia [CHINATOWN] 6T A L K I E S E L R 9. The Chinese ______Act of 1882 kept Chinese immigrants from entering the U.S. [EXCLUSION] O I I C L O U C 7M 8 I C K E Y M O U S E R O N W P I N T 9W O Z N I A K S E O C M 10M A Y E R D E N 11M O V I E T 136

4thUntitled Quarter Puzzle Crossword Puzzle Answer Keys Header Info 1 Header Info 1 Week 28 Header Info 2 Week 29 Header Info 2 etc... etc... 1 1 B T 2 U R A A V T 3 2 C E N T R A L T E L E G R A P H S L 3 E U C A 4 5 T R A N S C O N T I N E N T A L 4P R O M O N T O 5R Y F E I N C A 6 6 I A M O C H I L A F T H I 7 7 J U D A H I E L E S T A T I O N M N W L I R 8 9 10 C H I N E S E U A F D C S N N N 11Y E L L O W 8 K D E A T H E T I U A O R 12G O L D E N

Header Info 1 Week 30 Header AcrossInfo 2 WeekDown 31 etc...3. train company that started in Sacramento and 1. the railway that reached across the country worked its way east: ______Pacific [TRANSCONTINENTAL] 1D [CENTRAL] 2. a mass of snow and ice falling quickly down a 4. the spot in Utah where*No the Wedding Crossword of the Rails Puzzlemountainside for [AVALANCHE]this week. 2 took place [PROMONTORY] 5. President Lincoln helped move the railroad Across L E V DoIwnS 7. Theodore ______was the chief engineer of forward by signing the Pacific ______Act. 2. invention that made it possible to send messages 1. John ______started the Overland Mail the railroad in California. [JUDAH] [RAILWAY] across the continent rapidly [TELEGRAPH] SCompany. [BUTTERFIELD] 8. workers who came to America hoping to earn 6. Many Irish immigrants came to America 4. across the continent [TRANSCONTINENTAL] 3.CA telegraph company that now helps people andenough money to return home and live the good because of the Irish Potato ______. [FAMINE] 6. knapsack that Pony Express riders used to carry businesses send money: Western ______life [CHINESE] 9. train company that started in Omaha and 3 11. A deadly virus carried by mosquitoes is ______worked its way toward California: ______Pacific the mail [MOCHILA] S O U R[UNION]D O U G H fever. [YELLOW] [UNION] 7. A way _____ was a place along the Overland 5. Even on land, stagecoach passengers often12. felt The ______spike was driven into the laurel 10. railroad owners who became some of the Trail where stagecoaches could get new horses I______while traveling. [SEASICK] wood tie to celebrate the union of the East and richest men in California: the Big ______and equipment. [STATION] 4 6. painter and inventor who changed communicationWest. [GOLDEN] [FOUR] 8. Pony Express riders had to be willing to risk thisI M MforeverI G [MORSE]R A N T S daily. [DEATH] 5C I 6M U L B E R R Y N L A T 7C H 8 I N A T O W N U R I R I O 9E X C L U S I O N H Week 33

Across Down 6. the first movies where sound was added 1. author who wrote many books about life in [TALKIES] California [STEINBECK] 7. most famous cartoon character in the world 2. the home of Disneyland [ANAHEIM] [MICKEYMOUSE] 3. ______Valley in California is a center of 9. Steve ______, along with his partner Steve computer and software production. [SILICON] Jobs, made the first small, easy-to-use 4. the center of movie making in California computer. [WOZNIAK] [HOLLYWOOD] 10. made movies that even children could see 5. industry that has to do with flying [AEROSPACE] [MAYER] 6. travel for pleasure [TOURISM] 11. a talking, moving picture [MOVIE] 8. network that connects computers around the world [INTERNET] California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Weekly Literacy Connection with snow and the threat of caring for crops. Their hard work Figuratively Speaking avalanches. The Union Pacific helped the California economy losing steam—getting tired Company did not have the grow rapidly. They also brought train of thought—focus same issues with geography their individual languages, foods on the right track—thinking about and were often at risk from and music, adding to the mix something correctly, understanding attacks by unfriendly American of different cultures that make train wreck—disaster Indian groups who were California unique. see light at the end of the tunnel— displeased with the new tracks coming to an end moving through their hunting Teacher Supplement Materials blow off steam—calm down grounds. MODERATE/2-3 Risks and Rewards “Transcontinental Railrad,” pg. Risks Assessment 2-3 Answers will vary but may include: 1. Answers will vary but might leaving behind family and friends include that pioneers blazed Week 30 losing culture/heritage their own trails west to Student Edition Activities facing discrimination California. Eventually, people Page 4 Activity not having a job or much money began to follow the routes Today’s Immigrants starting from scratch others before them had taken Latin America Rewards successfully. The railroad Asia Answers will vary but may include: formalized these routes. When Africa a job that provides money people traveled on the train, 10,000,000 freedoms, such as speech and there was far less unknown. religion They had meals, traveled in Think and Review safety comfort and arrived safely in They came to escape the great opportunities to be a business California with their whole potato famine, to escape poverty owner party. The unknown associated and persecution, to find religious escape from war with pioneering was gone. and political freedom, etc. HIGH/4-5 “The Railroads are The Act said that no Chinese could Cause and Effect—Chinese Coming!,” pg. 1 immigrate to the United States for Exclusion Act of 1882 2. B LOW/1 10 years. In 1892, it was extended More than 11,000 Chinese 3. A LOW/1 for another 10 years, and in 1902, it immigrants worked for the Central 4. B LOW/1 became permanent. Because of this Pacific Railroad. 5. C LOW/1 law, no new Chinese immigrants Many people lost their jobs. 6. D MODERATE/2 could come here, and those already The Chinese workers began to 7. D LOW/1 here were treated very poorly. The experience discrimination, which 8. A LOW/1 Act was finally done away with included being barred from San 9. D LOW/1 during World War II when China Francisco public schools. 10. The workers for the Central joined with the United States in The Chinese Exclusion Act of 1882 Pacific Company had to work fighting against Japan. banned any Chinese immigrants laying tracks in the Sierra Opinion—should include the fact entering the United States. Nevada. They had to chisel that Chinese looked, spoke and The Chinese Exclusion Act was through solid rock and often acted differently. finally repealed. used explosives to help break It was the first Japanese colony, or up the rocks. Sometimes, the settlement, in America. It was set Assessment blasting powder would go up to grow Japanese crops, such 1. Hard times hit California in the off before the workers were as tea, silkworms, mulberry trees, 1870s, and many people lost clear, and they would lose bamboo, rice and fruit. It failed their jobs. Some white workers body parts or even their lives. because of a lack of water and blamed the Chinese immigrants These workers also had to money. for their joblessness because endure extreme heat in the They filled jobs building the they claimed that Chinese summer and harsh winters railroads, working in factories and workers would work for less 139 California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Weekly Literacy Connection with snow and the threat of set up to grow Japanese crops, Figuratively Speaking avalanches. The Union Pacific such as tea, silkworms, mulberry losing steam—getting tired Company did not have the trees, bamboo, rice and fruit. It train of thought—focus same issues with geography failed because of a lack of water on the right track—thinking about and were often at risk from and money. something correctly, understanding attacks by unfriendly American 5. They filled jobs building the train wreck—disaster Indian groups who were railroads, working in factories see light at the end of the tunnel— displeased with the new tracks and caring for crops. Their hard coming to an end moving through their hunting work helped the California blow off steam—calm down grounds. MODERATE/2-3 economy grow rapidly. They “Transcontinental Railrad,” pg. also brought their individual Assessment 2-3 languages, foods and music, 1. Answers will vary but might adding to the mix of different include that pioneers blazed Week 30 cultures that make California their own trails west to Student Edition Activities unique. California. Eventually, people Page 4 Activity began to follow the routes Today’s Immigrants Teacher Supplement Materials others before them had taken Latin America Risks and Rewards successfully. The railroad Asia Risks formalized these routes. When Africa Answers will vary but may include: people traveled on the train, 10,000,000 leaving behind family and friends there was far less unknown. losing culture/heritage They had meals, traveled in Think and Review facing discrimination comfort and arrived safely in 1. They came to escape the great not having a job or much money California with their whole potato famine, to escape poverty starting from scratch party. The unknown associated and persecution, to find religious Rewards with pioneering was gone. and political freedom, etc. Answers will vary but may include: HIGH/4-5 “The Railroads are 2. The Act said that no Chinese a job that provides money Coming!,” pg. 1 could immigrate to the United freedoms, such as speech and 2. B LOW/1 States for 10 years. In 1892, it religion 3. A LOW/1 was extended for another 10 safety 4. B LOW/1 years, and in 1902, it became opportunities to be a business 5. C LOW/1 permanent. Because of this law, owner 6. D MODERATE/2 no new Chinese immigrants escape from war 7. D LOW/1 could come here, and those 8. A LOW/1 already here were treated very Cause and Effect—Chinese 9. D LOW/1 poorly. The Act was finally done Exclusion Act of 1882 10. The workers for the Central away with during World War More than 11,000 Chinese Pacific Company had to work II when China joined with the immigrants worked for the Central laying tracks in the Sierra United States in fighting against Pacific Railroad. Nevada. They had to chisel Japan. Many people lost their jobs. through solid rock and often 3. Many Chinese immigrants The Chinese workers began to used explosives to help break worked on the transcontinental experience discrimination, which up the rocks. Sometimes, the railroad. They received less included being barred from San blasting powder would go pay for longer hours than Francisco public schools. off before the workers were other workers. They worked The Chinese Exclusion Act of 1882 clear, and they would lose dangerous jobs. Some white banned any Chinese immigrants body parts or even their lives. workers blamed problems on entering the United States. These workers also had to Chinese workers. The Chinese Exclusion Act was endure extreme heat in the 4. It was the first Japanese colony, finally repealed. summer and harsh winters or settlement, in America. It was 139 California Studies Weekly Teacher Supplement 3. What is the only town in the U.S. founded by the Chinese? (Locke, California) LOW/1

Day 3 (20 minutes) Page 4 Crossword Puzzle

Lesson Suggestions: independent work or work with a buddy

Have students practice citing sources by having them highlight where in this week’s magazine they found the answer to each crossword puzzle clue.

Today’s Immigrants HSS Standards Covered: 4.4, 4.4.4 ELA Standards Covered: RI 4.2, RI 4.7, RI 4.9 ELD Standards Covered: I.A.1, I.A.3, I.C.11 Analysis Skills Covered: K5HI2

Lesson Suggestions: partners

Cognitive Complexity Level: MODERATE/2-3

Differentiated Instruction for Universal Access English Learner: Help students make connections to the articles this week by identifying their immigration experiences.

Below/Developing Learner: Assist below/developing learners by providing vocabulary support. Help students identify words that are unfamiliar and work with them on vocabulary strategies, such as using context clues as they work through the text.

Gifted and Talented (GATE): Help students connect to immigration issues in today’s society. Have students find an article about immigration from a newspaper or online news website.Allow them to share some of the things immigrants deal with in today’s society. Ask them to evaluate whether these immigrants are facing any of the same struggles with which the immigrants in this week’s issue had to deal.

Day 4 (20 minutes) Let’s Write: Writing Literacy Skills Prompts (*Indicates that prompt is featured in this week’s Student Edition) HSS Standards Covered: HSS 4.4, 4.4.1, 4.4.3, 4.4.4 ELA/Literacy Standards Covered: W 4.1, W 4.2, W 4.3, W 4.4

Opinion: What would have been the most difficult part of being an immigrant in California?Think about why immigrants came to the U.S. in the first place, as well as all the experiences immigrants had upon arriving in the United States. Make sure to state your claim and provide reasons and evidence to support it.

*Informative/Explanatory: California, as we know it today, is a rich combination of cultures of the immigrants, who make it their home. In a paragraph or two, explain how immigrants contributed to the culture of the state of California. Remember to use correct spelling, grammar and punctuation. 42 California Studies Weekly Teacher Supplement

Day 3 (20 minutes) Page 4 Crossword Puzzle

Lesson Suggestions: independent work or work with a buddy

Have students practice citing sources by having them highlight where in this week’s magazine they found the answer to each crossword puzzle clue.

Today’s Immigrants HSS Standards Covered: 4.4, 4.4.4 ELA Standards Covered: RI 4.2, RI 4.7, RI 4.9 ELD Standards Covered: I.A.1, I.A.3, I.C.11 Analysis Skills Covered: K5HI2

Lesson Suggestions: partners

Cognitive Complexity Level: MODERATE/2-3

Differentiated Instruction for Universal Access English Learner: Help students make connections to the articles this week by identifying their immigration experiences.

*Informative/Explanatory: In one or two paragraphs, describe how Chinese immigrants were treated in the 19th century. Explain what life was like for Chinese workers on the Transcontinental Railroad.

Narrative: Imagine that you are a Chinese immigrant who has just arrived in California to work on the 42 California Studies Weekly Teacher Supplement

fact that the wealthy leader, who had once been a financial support, decided to stop sending money.) MODERATE/2-3 3. What did the Chinese Exclusion Act of 1882 mean for Chinese immigrants? (The Chinese Exclusion Act of 1882 stated that no new Chinese immigrants could enter the U.S. An indirect effect of the Chinese Exclusion Act of 1882 was that people began treating the Chinese immigrants very poorly.) MODERATE/2-3 4. What eventually helped repeal the Chinese Exclusion Act? (During World War II, China became an ally to the United States in their fight against Japan.) LOW/2 5. What is the political cartoon on Page 3 trying to show? (The sign has all the people who were allowed in the U.S., and many of those were considered “bad” at the time. Underneath, it says “No admittance to Chinamen.” The cartoon also shows a Chinese man sitting with a bag next to him that says, “Industry.” It seems to indicate that the Chinese had much to offer the U.S. in terms of industry, but they were not allowed into the U.S. The Golden Gate of Liberty is closed to the Chinese man, and there is a wall keeping him out.) HIGH/4-5

Day 2/3 continued (30 minutes) Page 3 Building a Community HSS Standards Covered: 4.4, 4.4.3, 4.4.4 ELA Standards Covered: RI 4.1, RI 4.2 ELD Standards Covered: I.B.6 Analysis Skills Covered: K5HI1, K5HI2, K5HI3

Paper Marbling HSS Standards Covered: N/A ELA/Literacy Standards Covered: N/A ELD Standards Covered: N/A Analysis Skills Covered: N/A

Lesson Suggestions: independent or partners

BAV: canal, customs, wetlands * The words listed above are provided to bring attention to other unfamiliar words students might encounter on this page.

Lesson Tasks • Read “Building a Community” together as a class. • Have the students discuss the benefits of living in a cultural community, such as Chinatown. • Discuss the BAV customs. Ask students how their family preserves customs from their country of origin. • Use any extra time to complete the Paper Marbling activity.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. Where is Chinatown? (San Francisco) LOW/1 2. What significance does Chinatown have to the Chinese immigrants of San Francisco? (Chinatown is a community, where Chinese immigrants can keep some of their culture from their home country.) MODERATE/2-3

41 California Studies Weekly Teacher Supplement

Day 2/3 continued (30 minutes) Page 3 Building a Community HSS Standards Covered: HSS 4.4.3 ELA/Literacy Standards Covered: RI 4.1, RI 4.2 ELD Standards Covered: Interacting in Meaningful Ways 1, 2 Analysis Skills Covered: K5HI1, K5HI3

Lesson Suggestions: independent or partners

BAV: canal, customs, wetlands * The words listed above are provided to bring attention to other unfamiliar words students might encounter on this page.

Day 3 (20 minutes) Page 4 Crossword Puzzle

Lesson Suggestions: independent work or work with a buddy

461 California Studies Weekly Teacher Supplement Local Government County Government • • • • • • California Government State Government Date:______California Government • • • HSS Standards Covered: HSS 4.5.4, 4.5.5 HSS Standards Covered: RI 4.2 ELA/Literacy Standards Covered: About How Learning ELD Standards Covered: 1 English Works K5CST1, K5CTS1 Analysis Skills Covered: Cognitive Complexity Level: MODERATE/2-3 Quarter 4, Week 35 Week 4, Quarter School District Tibal Government • • • • • • Name:______California Studies Weekly Use the article “California Government” to fill in graphic organizer below. space organize information about each form of government. Include details from the text. 118 California Studies Weekly Teacher Supplement Local Government County Government • • • • • • California Government State Government Date:______California Government • • • HSS Standards Covered: HSS 4.5.4, 4.5.5 HSS Standards Covered: RI 4.2 ELA/Literacy Standards Covered: About How Learning ELD Standards Covered: 1 English Works K5CST1, K5CTS1 Analysis Skills Covered: Cognitive Complexity Level: MODERATE/2-3 Quarter 4, Week 35 Week 4, Quarter School District Tribal Government Tribal • • • • • • Name:______California Studies Weekly Use the article “California Government” to fill in graphic organizer below. space organize information about each form of government. Include details from the text. 118 California Studies Weekly Teacher Supplement Day 2 continued (20 minutes) Page 2 Rancherías and Reservations HSS Standards Covered: 4.5.5 ELA Standards Covered: RI 4.2, RI 4.4 ELD Standards Covered: I.B.6 Analysis Skills Covered: K5HI1, K5HI3

Lesson Suggestions: paired

Lesson Tasks • Get with a partner and read the article. • One partner summarizes reservations and the other summarizes rancherías. • Discuss similarities and differences with your partner.

Teacher Questions, (Answers) and Cognitive Complexity Level/Relevance Level 1. Why did the government want to “control” the American Indians? (they were afraid of them and wanted their homelands) MODERATE/3 2. Can American Indians leave the reservation or ranchería if they want to? (yes) LOW/2 3. Why do they stay there? (they are with people of their culture or similar cultures; they are comfortable there) HIGH/4

Day 3 (30 minutes) Page 3 The Public Library HSS Standards Covered: N/A ELA Standards Covered: RI 4.1, RI 4.3 ELD Standards Covered: I.B.6 Analysis Skills Covered: K5HI1, K5HI3

Where Does Our Tax Money Go? HSS Standards Covered: 4.5 ELA Standards Covered: RI 4.1, RI 4.3, RI 4.7 ELD Standards Covered: I.B.6

Lesson Suggestions: independent or partners

BAV: library * The word listed above is provided to bring attention to other unfamiliar words students might encounter on this page.

Lesson Tasks • Introduce “The Public Library.” • Ask students if they have ever been to a library. Make sure everyone is familiar with the concept of a library. It is important to acknowledge different types of libraries, such as school libraries, public libraries, give one- take-one libraries, etc. • Have students read the article independently. 113 California Studies Weekly Teacher Supplement Day 2 continued (20 minutes) Page 2 Rancherías and Reservations What are the rights and responsibilities of voters? Standards Covered: 4.5.5 ELA Standards Covered: RI 4.2, RI 4.4 ELD Standards Covered: I.B.6 Analysis Skills Covered: K5HI1, K5HI3

Lesson Suggestions: paired

Lesson Tasks • Get with a partner and read the article Rancherías and Reservations. • One partner summarizes reservations and the other summarizes rancherías. Discuss similarities and differences with your partner. • Read the article What are the rights and responsibilities of voters?

Day 3 (30 minutes) Page 3 The Public Library HSS Standards Covered: N/A ELA Standards Covered: RI 4.1, RI 4.3 ELD Standards Covered: I.B.6 Analysis Skills Covered: K5HI1, K5HI3

Where Does Our Tax Money Go? HSS Standards Covered: 4.5 ELA Standards Covered: RI 4.1, RI 4.3, RI 4.7 ELD Standards Covered: I.B.6

Lesson Suggestions: independent or partners

BAV: library * The word listed above is provided to bring attention to other unfamiliar words students might encounter on this page.

Name:______Date:______California Studies Weekly Quarter 3 Post-Test 1. Why did the Treaty of Guadalupe had a negative effect on both Mexico and the United States. HSS 4.3 AS K5HI1, K5HI3 ______

2. How did miners declared that a certain piece of ground was theirs to prospect? HSS 4.3 AS K5HI1, K5HI3 ______

3. Who was the Mexican military commander of all of Northern California? HSS 4.3.2, 4.3.3 AS K5HI1 A John C. Frémont B Mariano Guadalupe Vallejo C Ascensión Franco González D William B. Ide

4. Who was the American who led the group that declared independence for the region and hoisted a white flag with a grizzly bear facing a red star? HSS 4.3, 4.3.2 AS K5HI1 A Mariano Guadalupe Vallejo B John C. Frémont C William B. Ide D Ascensión Franco González

5. The Mexican American War was not as short as President Polk expected. What happened in California when more U.S. troops were sent? HSS 4.3 AS K5HI1 A Mexico did not send any troops. B American troops did not want to attack. C There were more American soldiers than Mexican soldiers. D Mexican leader, José Antonio Carrillo, swept in with soldiers and won.

6. What major disadvantage did Mexico face during the war? HSS 4.3 AS K5HI1 A Mexico could not support troops so far from home. B The Mexican army didn’t have enough soldiers to fight in California for long. C Americans didn’t have many soldiers. D Many troops from the United States came to fight the war.

382 California Studies Weekly Teacher Supplement

Name:______Date:______California Studies Weekly Quarter 3 Post-Test 1. Why did the Treaty of Guadalupe have a negative effect on both Mexico and the United States? HSS 4.3 AS K5HI1, K5HI3 ______

2. How did miners declared that a certain piece of ground was theirs to prospect? HSS 4.3 AS K5HI1, K5HI3 ______

3. Who was the Mexican military commander of all of Northern California? HSS 4.3.2, 4.3.3 AS K5HI1 A John C. Frémont B Mariano Guadalupe Vallejo C Ascensión Franco González D William B. Ide

382 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys Mexican-American War and helped Mexican they failed to strike it rich in the convince important leaders to end Lost citizenship and became gold fields, but others discovered it soon. foreigners. that the rich California soil gave Maria Angustias de la Guerra lived Skilled miners. them a new opportunity to become through the trouble and the fighting Chinese wealthy by growing crops rather between American and Mexican Patient and hard working. than digging for gold. citizens and was able to tell her Seen as the competition for good story, so that details about it could jobs outside the mines. Teacher Supplement Activities be known. African American Stockton Louise Clappe is one of the few Often used gold to buy freedom. Main Idea women who were able to write Could be arrested as runaways. Answers will vary but need to be about life in the mining camps. Used gold to build churches and supported with details from the Thanks to her, we are able to have start newspapers. article. a woman’s perspective on the All Three Groups: Answers may include: Stockton nearly all-male world of the gold Came seeking gold. was built because of the Gold miners. Faced discrimination. Rush; Captain Weber founded Sarah Royce kept a diary and Wanted to get rich. the city to make money during recorded interesting events of Charged a foreign miners’ tax. the Gold Rush; Stockton became her trip to California. Her journal important because they could ship entries help us learn about life Think and Review products through its waterway. during the early years. The Gold Rush caused a huge labor Details shortage in California’s large cities. Details can vary but need to Summary The city of San Francisco was hit support main idea. Summaries will vary. especially hard--mainly because it was so close to the gold fields. Weekly Literacy Connection Assessment Finding enough good workers—or Dear Legislators 1. Student answers will vary. any workers at all—to do necessary Answers will vary. Students need MODERATE/2-3 jobs became nearly impossible. to justify their choices. 2. B LOW/1 The law said that if an American 3. D LOW/1 Indian was found “loitering,” Assessment 4. D LOW/1 or standing around without any 1. The Labor Shortage meant 5. B LOW/1 particular purpose, he could be sold that there were not enough 6. C LOW/1 at an auction and forced to work employees to fill all the jobs. 7. A LOW/1 as an unpaid servant for a period Many businesses closed 8. B LOW/1 of four months. American Indian because it did not have 9. C LOW/1 orphans could be auctioned off employees to do the work. 10. It had a kitchen made of four as servants as well. This law tore MODERATE/2-3 posts and a canvas roof. The families apart and destroyed the 2. C LOW/1 dining room and sleeping areas spirit of the American Indians. 3. C MODERATE/2-3 had wooden floors, but it was To make it easier for American 4. B LOW/1 not fancy. MODERATE/2-3 miners to compete against foreign 5. A LOW/1 miners, California passed a 6. B LOW/1 Week 25 statewide Foreign Miners’ Tax, 7. D LOW/1 Student Edition Activities charging foreigners $20 per month 8. C LOW/1 Page 4 Activity to work the gold fields. 9. A MODERATE/2 Compare and Contrast Many miners went home when 10. The Gold Rush made life much

142 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys Mexican-American War and helped Mexican $20 per month to work the gold convince important leaders to end Lost citizenship and became fields. it soon. foreigners. 4. Many miners went home Maria Angustias de la Guerra lived Skilled miners. when they failed to strike it through the trouble and the fighting Chinese rich in the gold fields, but between American and Mexican Patient and hard working. others discovered that the rich citizens and was able to tell her Seen as the competition for good California soil gave them a new story, so that details about it could jobs outside the mines. opportunity to become wealthy be known. African American by growing crops rather than Louise Clappe is one of the few Often used gold to buy freedom. digging for gold. women who were able to write Could be arrested as runaways. about life in the mining camps. Used gold to build churches and Teacher Supplement Activities Thanks to her, we are able to have start newspapers. Stockton a woman’s perspective on the All Three Groups: Main Idea nearly all-male world of the gold Came seeking gold. Answers will vary but need to be miners. Faced discrimination. supported with details from the Sarah Royce kept a diary and Wanted to get rich. article. recorded interesting events of Charged a foreign miners’ tax. Answers may include: Stockton her trip to California. Her journal was built because of the Gold entries help us learn about life Think and Review Rush; Captain Weber founded during the early years. 1. The Gold Rush caused a huge the city to make money during labor shortage in California’s the Gold Rush; Stockton became Summary large cities. The city of San important because they could ship Summaries will vary. Francisco was hit especially products through its waterway. hard--mainly because it was so Details Assessment close to the gold fields. Finding Details can vary but need to 1. Student answers will vary. enough good workers—or any support main idea. MODERATE/2-3 workers at all—to do necessary 2. B LOW/1 jobs became nearly impossible. Weekly Literacy Connection 3. D LOW/1 2. The law said that if an American Dear Legislators 4. D LOW/1 Indian was found “loitering,” Answers will vary. Students need 5. B LOW/1 or standing around without any to justify their choices. 6. C LOW/1 particular purpose, he could be 7. A LOW/1 sold at an auction and forced Assessment 8. B LOW/1 to work as an unpaid servant 1. The Labor Shortage meant 9. C LOW/1 for a period of four months. that there were not enough 10. It had a kitchen made of four American Indian orphans could employees to fill all the jobs. posts and a canvas roof. The be auctioned off as servants as Many businesses closed dining room and sleeping areas well. This law tore families apart because it did not have had wooden floors, but it was and destroyed the spirit of the employees to do the work. not fancy. MODERATE/2-3 American Indians. MODERATE/2-3 3. To make it easier for American 2. C LOW/1 Week 25 miners to compete against 3. C MODERATE/2-3 Student Edition Activities foreign miners, California 4. B LOW/1 Page 4 Activity passed a statewide Foreign 5. A LOW/1 Compare and Contrast Miners’ Tax, charging foreigners 6. B LOW/1

422 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys harder for American Indians. have to come up with a great Think and Review Answers If they were found ‘loitering,’ idea, use all their resources Biddy Mason started the first they could be forced to work wisely and work very hard. African American church in Los for months without pay. Even MODERATE/2-3 Angeles; she started an African children could be forced to 20. They felt it would give some American elementary school in Los serve and families were torn miners an unfair advantage Angeles; she helped people who apart. MODERATE/2-3 while hunting for gold because didn’t have a place to stay; and she they would be able to force gave money to white and African Post-Test their slaves to look for gold American churches. 1. Answers should include without needing to pay them. They knew that when California that the treaty helped lay the MODERATE/2-3 joined the Union, it would upset groundwork for civil war in the balance of power between the both countries. Mexicans were Pre-Test slave states and the free states. unsure about stability and 1. C LOW/1 Americans could not reach 2. D LOW/1 The Compromise of 1850 said that an agreement on the question 3. B LOW/1 California would be admitted as of slavery in the new states. 4. D LOW/1 a free state; the territories of Utah MODERATE/2-3 5. B LOW/1 and New Mexico could decide 2. A miner marked a piece of land 6. A LOW/1 for themselves whether slavery as his own to prospect. Each 7. B LOW/1 should be allowed; Texas would mining camp set up its own 8. D LOW/1 lose New Mexico but be paid $10 claims offices and different 9. C LOW/1 million; the slave trade would be rules for staking a claim applied 10. A LOW/1 outlawed in Washington, D.C.; and to each mining camp. Each miner the Fugitive Slave Act would be was allowed to have only one passed. Both the slave states and Week 26 the free states were happy with the claim at a time. MODERATE/ Student Edition Activities 2-3 compromise because each group Page 3 Activity received things they wanted. 3. B LOW/1 Mapping and Charting: Changes 4. C LOW/1 over Time The Fugitive Slave Act said that all 5. D LOW/1 Answers will vary, but should 6. A LOW/1 citizens of the United States must include that the United States help catch fugitive, or runaway, 7. B LOW/1 added the Louisiana Purchase in 8. D LOW/1 slaves and return them to their 1803, doubling the size of the U.S. owners. This law made the slave 9. A LOW/1 By 1850, it had added many more 10. C LOW/1 states happy because it made it states (including California) and easier for them to get their slaves 11. D LOW/1 more territories in the West. 12. C LOW/1 back if they escaped. It didn’t 13. A LOW/1 take long for the free states to Page 4 Activity become unhappy with the Fugitive 14. C LOW/1 First Amendment Rights 15. D LOW/1 Slave Act because it forced them D to support slavery by requiring 16. A LOW/1 A 17. B LOW/1 them to help slave owners reclaim C escaped slaves. 18. D LOW/1 E 19. An entrepreneur is a person B who starts a new business and Some wanted California divided in hopes to make a profit. They half so that one area could outlaw 143 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys 7. D LOW/1 18. D LOW/1 C 8. C LOW/1 19. An entrepreneur is a person E 9. A MODERATE/2 who starts a new business and B 10. The Gold Rush made life much hopes to make a profit. They harder for American Indians. have to come up with a great Think and Review Answers If they were found ‘loitering,’ idea, use all their resources 1. Biddy Mason started the first they could be forced to work wisely and work very hard. African American church in Los for months without pay. Even MODERATE/2-3 Angeles; she started an African children could be forced to 20. They felt it would give some American elementary school in serve and families were torn miners an unfair advantage Los Angeles; she helped people apart. MODERATE/2-3 while hunting for gold because who didn’t have a place to stay; they would be able to force and she gave money to white Post-Test their slaves to look for gold and African American churches. 1. Answers should include without needing to pay them. 2. They knew that when California that the treaty helped lay the MODERATE/2-3 joined the Union, it would upset groundwork for civil war in the balance of power between both countries. Mexicans were Pre-Test the slave states and the free unsure about stability and 1. C LOW/1 states. Americans could not reach 2. D LOW/1 3. The Compromise of 1850 an agreement on the question 3. B LOW/1 said that California would of slavery in the new states. 4. D LOW/1 be admitted as a free state; MODERATE/2-3 5. B LOW/1 the territories of Utah and 2. A miner marked a piece of land 6. A LOW/1 New Mexico could decide for as his own to prospect. Each 7. B LOW/1 themselves whether slavery mining camp set up its own 8. D LOW/1 should be allowed; Texas claims offices and different 9. C LOW/1 would lose New Mexico but rules for staking a claim applied 10. A LOW/1 be paid $10 million; the slave to each mining camp. Each miner trade would be outlawed in was allowed to have only one Washington, D.C.; and the Week 26 Fugitive Slave Act would be claim at a time. MODERATE/ Student Edition Activities 2-3 passed. Both the slave states Page 3 Activity and the free states were happy 3. B LOW/1 Mapping and Charting: Changes 4. C LOW/1 with the compromise because over Time each group received things they 5. D LOW/1 Answers will vary, but should 6. A LOW/1 wanted. include that the United States 4. The Fugitive Slave Act said that 7. B LOW/1 added the Louisiana Purchase in 8. D LOW/1 all citizens of the United States 1803, doubling the size of the U.S. must help catch fugitive, or 9. A LOW/1 By 1850, it had added many more 10. C LOW/1 runaway, slaves and return them states (including California) and to their owners. This law made 11. D LOW/1 more territories in the West. 12. C LOW/1 the slave states happy because 13. A LOW/1 it made it easier for them to get Page 4 Activity their slaves back if they escaped. 14. C LOW/1 First Amendment Rights 15. D LOW/1 It didn’t take long for the free D states to become unhappy with 16. A LOW/1 A 17. B LOW/1 the Fugitive Slave Act because 423 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys slavery and the other could keep it. Union as a free state; the territories Union because all states agreed. Others wanted to secede and start a of Utah and New Mexico would be new country. allowed to decide whether or not to The Compromise calmed both allow slavery within their borders; sides temporarily and allowed Teacher Supplement Activities Texas would lose New Mexico California to become a state. Compromise of 1850 Summary territory, but the government would Over the years, slavery became part pay it $10 million for the land Weekly Literacy Connection of America’s southern colonies, lost; the slave trade would not be Slavery as slaves were brought there to allowed in Washington D.C., but Answers will vary. Students need help work the land and work on slavery could still be practiced to justify their choices using large plantations. As the United there; the Fugitive Slave Act would examples from the articles. States grew, people in the North be passed. did not like slavery and wanted the Assessment government to make it illegal. The The Compromise of 1850 held 1. It was a document that made people in the South wanted to have the nation together for just a little both the Northern and the the right to decide whether or not longer and allowed for California Southern states happy in order to allow slavery and did not want to become a state, but it did not to allow California to enter the the government to interfere. solve the problems between Union. MODERATE/2-3 the northern free states and the 2. C MODERATE/2-3 When California wanted to become southern slave states. The Fugitive 3. B MODERATE/2-3 a state, there were 30 states in Slave Act made the northern 4. A LOW/1 the Union--15 slave states and 15 states very upset and no more 5. C LOW/1 free states. Therefore, both sides compromises were possible. Civil 6. D LOW/1 believed to have equal power in War was unavoidable. 7. A LOW/1 running the country, and slave 8. B LOW/1 states thought they would lose How did it affect California? 9. C LOW/1 power if they allowed California to California wanted to be admitted 10. If California joined the Union, become a state. as a free state, which the Southern they were afraid that it would states thought would give northern upset the balance of power The Fugitive Slave Act was states more power to decide to between the slave states and the included in the Compromise to abolish slavery, so they would not free states causing the Union to make the slave states happy, for it vote to admit California into the split apart. MODERATE/2-3 stated that runaway slaves had to Union. be returned to their owners, even in free states. This did not make free It would be difficult to convince the states happy, and they wanted to 15 slave states to admit it as a state. Week 27 outlaw slavery even more. An agreement that would benefit Student Edition Activities both had to be found, or California Page 4 Senator Henry Clay took on would not be admitted. How Do I Read Tables? the challenge of working out a baseball players and numbers of compromise. He worked out a Slave states were pleased by the home runs compromise that made both sides passage of this Act, and they Barry Bonds happy and allowed California to agreed to allow California to enter Ernie Banks become a state. The compromise the Union as a free state. Mickey Mantle and Manny said the following: Ramirez California would be admitted to the California was allowed to join the Reggie Jackson

144 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys it forced them to support slavery compromise that made both sides passage of this Act, and they by requiring them to help slave happy and allowed California to agreed to allow California to enter owners reclaim escaped slaves. become a state. The compromise the Union as a free state. 5. Some wanted California divided said the following: in half so that one area could California would be admitted to the California was allowed to join the outlaw slavery and the other Union as a free state; the territories Union because all states agreed. could keep it. Others wanted to of Utah and New Mexico would be secede and start a new country. allowed to decide whether or not to The Compromise calmed both allow slavery within their borders; sides temporarily and allowed Teacher Supplement Activities Texas would lose New Mexico California to become a state. Compromise of 1850 Summary territory, but the government would Over the years, slavery became part pay it $10 million for the land Weekly Literacy Connection of America’s southern colonies, lost; the slave trade would not be Slavery as slaves were brought there to allowed in Washington D.C., but Answers will vary. Students need help work the land and work on slavery could still be practiced to justify their choices using large plantations. As the United there; the Fugitive Slave Act would examples from the articles. States grew, people in the North be passed. did not like slavery and wanted the Assessment government to make it illegal. The The Compromise of 1850 held 1. It was a document that made people in the South wanted to have the nation together for just a little both the Northern and the the right to decide whether or not longer and allowed for California Southern states happy in order to allow slavery and did not want to become a state, but it did not to allow California to enter the the government to interfere. solve the problems between Union. MODERATE/2-3 the northern free states and the 2. C MODERATE/2-3 When California wanted to become southern slave states. The Fugitive 3. B MODERATE/2-3 a state, there were 30 states in Slave Act made the northern 4. A LOW/1 the Union--15 slave states and 15 states very upset and no more 5. C LOW/1 free states. Therefore, both sides compromises were possible. Civil 6. D LOW/1 believed to have equal power in War was unavoidable. 7. A LOW/1 running the country, and slave 8. B LOW/1 states thought they would lose How did it affect California? 9. C LOW/1 power if they allowed California to California wanted to be admitted 10. If California joined the Union, become a state. as a free state, which the Southern they were afraid that it would states thought would give northern upset the balance of power The Fugitive Slave Act was states more power to decide to between the slave states and the included in the Compromise to abolish slavery, so they would not free states causing the Union to make the slave states happy, for it vote to admit California into the split apart. MODERATE/2-3 stated that runaway slaves had to Union. be returned to their owners, even in free states. This did not make free It would be difficult to convince the states happy, and they wanted to 15 slave states to admit it as a state. Week 27 outlaw slavery even more. An agreement that would benefit Student Edition Activities both had to be found, or California Page 4 Senator Henry Clay took on would not be admitted. How Do I Read Tables? the challenge of working out a baseball players and numbers of compromise. He worked out a Slave states were pleased by the home runs

424 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys Mark McGwire 548 Responsibilities- Obey the laws of the land Think and Review Respect the rights of others and General Bennett Riley, the head their property of the military government Serve on juries, if called of California, called the First Vote in elections Constitutional Convention to help Serve and defend your country bring law and order to the area and Assist agencies of law enforcement to convince the U.S. government Stay informed on issues of that California was ready to government become a state. Pay taxes Serve in government, if elected The new California state constitution said that all property Weekly Literacy Connection owned by a wife, either before The Bill of Rights her marriage or bought by her Answers will vary. Students need after her marriage, would remain to justify their choices using her property and not become her examples from the articles. husband’s. This was the law in Mexican California, but no other Assessment state in the Union had yet given 1. The Constitutional Convention women this privilege. was a success because it helped California achieve statehood, The delegates agreed that slavery and the state constitution was a bad idea and voted to keep they drafted was accepted by California a free state. Some Congress. MODERATE/2-3 delegates were miners and felt that 2. A MODERATE/2 slavery gave some miners an unfair 3. B MODERATE/2 advantage when looking for gold. 4. D LOW/1 5. C LOW/1 Teacher Supplement Activities 6. C LOW/1 Rights and Responsibilities Sort 7. D LOW/1 Rights- 8. C LOW/1 Protection by police from criminals 9. B LOW/1 Protection against Search and 10. They felt it would give some Seizure miners an unfair advantage Given a trial by jury while hunting for gold because Ability to vote when of age they would be able to force Be protected in a time of war their slaves to look for gold Be protected by police without needing to pay them. Participate and stay informed MODERATE/2-3 Use public land and highways Run for, and serve in, government Freedom of assembly/Vote when of age

145 California Studies Weekly Teacher Supplement 3rd Quarter Answer Keys Barry Bonds Use public land and highways Ernie Banks Run for, and serve in, government Mickey Mantle and Manny Freedom of assembly/Vote when of Ramirez age Reggie Jackson Mark McGwire Responsibilities- 548 Obey the laws of the land Respect the rights of others and Think and Review their property 1. General Bennett Riley, the head Serve on juries, if called of the military government Vote in elections of California, called the First Serve and defend your country Constitutional Convention to Assist agencies of law enforcement help bring law and order to the Stay informed on issues of area and to convince the U.S. government government that California was Pay taxes ready to become a state. Serve in government, if elected 2. The new California state constitution said that all property Weekly Literacy Connection owned by a wife, either before The Bill of Rights her marriage or bought by her Answers will vary. Students need after her marriage, would remain to justify their choices using her property and not become her examples from the articles. husband’s. This was the law in Mexican California, but no other Assessment state in the Union had yet given 1. The Constitutional Convention women this privilege. was a success because it helped 3. The delegates agreed that slavery California achieve statehood, was a bad idea and voted to keep and the state constitution California a free state. Some they drafted was accepted by delegates were miners and felt Congress. MODERATE/2-3 that slavery gave some miners 2. A MODERATE/2 an unfair advantage when 3. B MODERATE/2 looking for gold. 4. D LOW/1 5. C LOW/1 Teacher Supplement Activities 6. C LOW/1 Rights and Responsibilities Sort 7. D LOW/1 Rights- 8. C LOW/1 Protection by police from criminals 9. B LOW/1 Protection against Search and 10. They felt it would give some Seizure miners an unfair advantage Given a trial by jury while hunting for gold because Ability to vote when of age they would be able to force Be protected in a time of war their slaves to look for gold Be protected by police without needing to pay them. Participate and stay informed MODERATE/2-3

425 California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Week 28 Then and Now Week 29 Student Edition Activities Levi Strauss: Student Edition Activities Page 4 Activities Then—ran a dry goods store and Page 4 Activities Send a Message Using Morse originally planned to make tents for All Aboard! Code miners 1,776, or between 1,700 and 1,800. Check for accuracy. Now—makes denim jeans and 1,086, or around 1,000. clothing 690, or around 700. Think and Review Answers John Studebaker: The Union Pacific John Butterfield; 25 days; the Then—built wheelbarrows and 396, or around 400. building of telegraph lines, the wagons beginning of the Civil War and Now—made vehicles until the Think and Review the transcontinental railroad made 1960s Theodore Judah was an engineer stagecoach travel dangerous and Philip Armour: who helped convince wealthy unnecessary. Then—butcher investors to put up money to build Now—meat packing company the transcontinental railroad. He The Pony Express was a mail Wells Fargo: also worked to convince Congress service, which delivered the mail Then—purchased the Overland to set aside money for the railroad, between St. Joseph, Missouri, and Mail Company and delivered mail as well. Sacramento, California. It delivered and packages The Central Pacific and the Union mail in only eight to ten days. It Now—banking and investments Pacific. These two companies raced was only in business for about 18 Western Union: to see which could lay the most months until the transcontinental Then—owned and controlled the track in the shortest amount of telegraph line was completed and telegraph line time. Since these companies were messages could be sent from coast Now—helps people send money paid for every mile of track they to coast almost instantly. and messages, wherever they need laid, each wanted to lay as much to go track as possible before meeting Riders had to be young, small, up. brave, expert riders, weigh less Assessment The Chinese and the Irish needed than 125 pounds and be totally 1. People wanted to send and money but were not qualified for committed to the job. They had to receive information faster. many types of jobs, so they were be light and small, so they would “Hoof Beats and Telegraph willing to take jobs that other not slow the horse down, brave Clicks,” pg. 1 workers found too dangerous or enough to face dangers along the 2. B LOW/1 difficult. trail and committed enough to stay 3. C LOW/1 The Central Pacific had to lay track with the job even when it became 4. B LOW/1 across the Sierra Nevada. They also difficult. 5. A LOW/1 had to build bridges over ravines, 6. A MODERATE/2 blast tunnels through mountains Samuel Morse invented the 7. D LOW/1 and face blazing summer telegraph to send messages 8. C LOW/1 temperatures and harsh winters. thousands of miles in seconds. 9. A LOW/1 The biggest challenge faced by the While California was still 10. Using it was expensive and Union Pacific was the American thousands of miles away from the messages had to be short. Indians who often attacked the East Coast, it could now contact If the wire broke anywhere workers because they were upset its Eastern neighbors in a matter of along the way, messages that they were building a railroad seconds. California was connected could not be sent at all. Even on their land. officially to the rest of the United with these challenges, the States. telegraph became an important Teacher Supplement Materials tool.MODERATE/2-3 “The Railroad Game Teacher Supplement Materials Telegraph,” pg.3 Check for accuracy. Riders Wanted Check for accuracy. 138 California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Week 28 Then—ran a dry goods store and Week 29 Student Edition Activities originally planned to make tents for Student Edition Activities Page 4 Activities miners Page 4 Activities Send a Message Using Morse Now—makes denim jeans and All Aboard! Code clothing 1,776, or between 1,700 and 1,800. Check for accuracy. John Studebaker: 1,086, or around 1,000. Then—built wheelbarrows and 690, or around 700. Think and Review Answers wagons The Union Pacific 1. John Butterfield; 25 days; the Now—made vehicles until the 396, or around 400. building of telegraph lines, 1960s the beginning of the Civil Philip Armour: Think and Review War and the transcontinental Then—butcher 1. Theodore Judah was an engineer railroad made stagecoach travel Now—meat packing company who helped convince wealthy dangerous and unnecessary. Wells Fargo: investors to put up money 2. The Pony Express was a mail Then—purchased the Overland to build the transcontinental service, which delivered the mail Mail Company and delivered mail railroad. He also worked to between St. Joseph, Missouri, and packages convince Congress to set aside and Sacramento, California. It Now—banking and investments money for the railroad, as well. delivered mail in only eight to Western Union: 2. The Central Pacific and the ten days. It was only in business Then—owned and controlled the Union Pacific. These two for about 18 months until the telegraph line companies raced to see which transcontinental telegraph line Now—helps people send money could lay the most track in the was completed and messages and messages, wherever they need shortest amount of time. Since could be sent from coast to coast to go these companies were paid for almost instantly. every mile of track they laid, 3. Riders had to be young, small, Assessment each wanted to lay as much brave, expert riders, weigh less 1. People wanted to send and track as possible before meeting than 125 pounds and be totally receive information faster. up. committed to the job. They had “Hoof Beats and Telegraph 3. The Chinese and the Irish needed to be light and small, so they Clicks,” pg. 1 money but were not qualified for would not slow the horse down, 2. B LOW/1 many types of jobs, so they were brave enough to face dangers 3. C LOW/1 willing to take jobs that other along the trail and committed 4. B LOW/1 workers found too dangerous or enough to stay with the job even 5. A LOW/1 difficult. when it became difficult. 6. A MODERATE/2 4. The Central Pacific had to lay 4. Samuel Morse invented the 7. D LOW/1 track across the Sierra Nevada. telegraph to send messages 8. C LOW/1 They also had to build bridges thousands of miles in seconds. 9. A LOW/1 over ravines, blast tunnels While California was still 10. Using it was expensive and through mountains and face thousands of miles away from messages had to be short. blazing summer temperatures the East Coast, it could now If the wire broke anywhere and harsh winters. contact its Eastern neighbors in along the way, messages 5. The biggest challenge faced a matter of seconds. California could not be sent at all. Even by the Union Pacific was the was connected officially to the with these challenges, the American Indians who often rest of the United States. telegraph became an important attacked the workers because tool.MODERATE/2-3 “The they were upset that they were Teacher Supplement Materials Telegraph,” pg.3 building a railroad on their land. Riders Wanted Check for accuracy. Teacher Supplement Materials Then and Now Railroad Game Levi Strauss: Check for accuracy. 138 California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Weekly Literacy Connection with snow and the threat of caring for crops. Their hard work Figuratively Speaking avalanches. The Union Pacific helped the California economy losing steam—getting tired Company did not have the grow rapidly. They also brought train of thought—focus same issues with geography their individual languages, foods on the right track—thinking about and were often at risk from and music, adding to the mix something correctly, understanding attacks by unfriendly American of different cultures that make train wreck—disaster Indian groups who were California unique. see light at the end of the tunnel— displeased with the new tracks coming to an end moving through their hunting Teacher Supplement Materials blow off steam—calm down grounds. MODERATE/2-3 Risks and Rewards “Transcontinental Railrad,” pg. Risks Assessment 2-3 Answers will vary but may include: 1. Answers will vary but might leaving behind family and friends include that pioneers blazed Week 30 losing culture/heritage their own trails west to Student Edition Activities facing discrimination California. Eventually, people Page 4 Activity not having a job or much money began to follow the routes Today’s Immigrants starting from scratch others before them had taken Latin America Rewards successfully. The railroad Asia Answers will vary but may include: formalized these routes. When Africa a job that provides money people traveled on the train, 10,000,000 freedoms, such as speech and there was far less unknown. religion They had meals, traveled in Think and Review safety comfort and arrived safely in They came to escape the great opportunities to be a business California with their whole potato famine, to escape poverty owner party. The unknown associated and persecution, to find religious escape from war with pioneering was gone. and political freedom, etc. HIGH/4-5 “The Railroads are The Act said that no Chinese could Cause and Effect—Chinese Coming!,” pg. 1 immigrate to the United States for Exclusion Act of 1882 2. B LOW/1 10 years. In 1892, it was extended More than 11,000 Chinese 3. A LOW/1 for another 10 years, and in 1902, it immigrants worked for the Central 4. B LOW/1 became permanent. Because of this Pacific Railroad. 5. C LOW/1 law, no new Chinese immigrants Many people lost their jobs. 6. D MODERATE/2 could come here, and those already The Chinese workers began to 7. D LOW/1 here were treated very poorly. The experience discrimination, which 8. A LOW/1 Act was finally done away with included being barred from San 9. D LOW/1 during World War II when China Francisco public schools. 10. The workers for the Central joined with the United States in The Chinese Exclusion Act of 1882 Pacific Company had to work fighting against Japan. banned any Chinese immigrants laying tracks in the Sierra Opinion—should include the fact entering the United States. Nevada. They had to chisel that Chinese looked, spoke and The Chinese Exclusion Act was through solid rock and often acted differently. finally repealed. used explosives to help break It was the first Japanese colony, or up the rocks. Sometimes, the settlement, in America. It was set Assessment blasting powder would go up to grow Japanese crops, such 1. Hard times hit California in the off before the workers were as tea, silkworms, mulberry trees, 1870s, and many people lost clear, and they would lose bamboo, rice and fruit. It failed their jobs. Some white workers body parts or even their lives. because of a lack of water and blamed the Chinese immigrants These workers also had to money. for their joblessness because endure extreme heat in the They filled jobs building the they claimed that Chinese summer and harsh winters railroads, working in factories and workers would work for less 139 California Studies Weekly Teacher Supplement 4th Quarter Answer Keys Weekly Literacy Connection with snow and the threat of set up to grow Japanese crops, Figuratively Speaking avalanches. The Union Pacific such as tea, silkworms, mulberry losing steam—getting tired Company did not have the trees, bamboo, rice and fruit. It train of thought—focus same issues with geography failed because of a lack of water on the right track—thinking about and were often at risk from and money. something correctly, understanding attacks by unfriendly American 5. They filled jobs building the train wreck—disaster Indian groups who were railroads, working in factories see light at the end of the tunnel— displeased with the new tracks and caring for crops. Their hard coming to an end moving through their hunting work helped the California blow off steam—calm down grounds. MODERATE/2-3 economy grow rapidly. They “Transcontinental Railrad,” pg. also brought their individual Assessment 2-3 languages, foods and music, 1. Answers will vary but might adding to the mix of different include that pioneers blazed Week 30 cultures that make California their own trails west to Student Edition Activities unique. California. Eventually, people Page 4 Activity began to follow the routes Today’s Immigrants Teacher Supplement Materials others before them had taken Latin America Risks and Rewards successfully. The railroad Asia Risks formalized these routes. When Africa Answers will vary but may include: people traveled on the train, 10,000,000 leaving behind family and friends there was far less unknown. losing culture/heritage They had meals, traveled in Think and Review facing discrimination comfort and arrived safely in 1. They came to escape the great not having a job or much money California with their whole potato famine, to escape poverty starting from scratch party. The unknown associated and persecution, to find religious Rewards with pioneering was gone. and political freedom, etc. Answers will vary but may include: HIGH/4-5 “The Railroads are 2. The Act said that no Chinese a job that provides money Coming!,” pg. 1 could immigrate to the United freedoms, such as speech and 2. B LOW/1 States for 10 years. In 1892, it religion 3. A LOW/1 was extended for another 10 safety 4. B LOW/1 years, and in 1902, it became opportunities to be a business 5. C LOW/1 permanent. Because of this law, owner 6. D MODERATE/2 no new Chinese immigrants escape from war 7. D LOW/1 could come here, and those 8. A LOW/1 already here were treated very Cause and Effect—Chinese 9. D LOW/1 poorly. The Act was finally done Exclusion Act of 1882 10. The workers for the Central away with during World War More than 11,000 Chinese Pacific Company had to work II when China joined with the immigrants worked for the Central laying tracks in the Sierra United States in fighting against Pacific Railroad. Nevada. They had to chisel Japan. Many people lost their jobs. through solid rock and often 3. Many Chinese immigrants The Chinese workers began to used explosives to help break worked on the transcontinental experience discrimination, which up the rocks. Sometimes, the railroad. They received less included being barred from San blasting powder would go pay for longer hours than Francisco public schools. off before the workers were other workers. They worked The Chinese Exclusion Act of 1882 clear, and they would lose dangerous jobs. Some white banned any Chinese immigrants body parts or even their lives. workers blamed problems on entering the United States. These workers also had to Chinese workers. The Chinese Exclusion Act was endure extreme heat in the 4. It was the first Japanese colony, finally repealed. summer and harsh winters or settlement, in America. It was 139 California Studies Weekly Teacher Supplement

money. Both U.S. workers and such as wheat and barley. When make a living. Food processing, other immigrant groups, such as the transcontinental railroad was farm equipment manufacturing the Irish, called for the banning completed and refrigerated railcars and lumber mills became major of the Chinese, and in some were invented, farmers switched to industries that attracted people cases, were violent to Chinese producing fruits, vegetables, beef, looking for jobs to come to workers. MODERATE/2-3 dairy, etc. because produce could California. “Immigrants Build California,” be easily transported and sold in pg. 1 the East. A Day on the Trail 2. B LOW/1 mines, canneries, meat and fish 6:00 a.m.—care for their animals, 3. C LOW/1 packing plants, factories, lumber make breakfast and load the 4. B LOW/1 mills, etc. wagons 5. A LOW/1 the weather; the pioneers had no 8:00 a.m.—leave camp and embark 6. B LOW/1 shelter except for their wagons, on the trail 7. D LOW/1 so they were subjected to 12:00 p.m.—stop for lunch 8. C LOW/1 thunderstorms, lightning strikes, 5:00 p.m.—dinner, animal care and 9. A LOW/1 wind, frost, blizzards, etc. wagon repair 10. Chinatown is a neighborhood Los Angeles; oil, farming, aircraft 7:00 p.m.—sing, dance or visit in San Francisco where a large and shipbuilding; electronic, around the campfire number of Chinese immigrants computer, steel, clothing and 9:00 p.m.—go to bed made their home. Here, they furniture manufacturing; were able to preserve some filmmaking, tourism, etc. Assessment of the elements of their 1. Thunderstorms were a danger culture with customs, such Teacher Supplement Activities to travelers because the rain as celebrating the Chinese Weekly Literacy Connection made the trail difficult to New Year with firecrackers Summarize It travel. Wagons were also the and a colorful dragon parade. Introduction: After California tallest things on the prairie, so MODERATE/2-3 “Building a became a state, many Americans they were sometimes struck Community,” pg. 3 chose to migrate. All of these new by lightning. Rain would leak settlers helped California grow through the wagon covers and Week 31 strong agricultural and industrial left the settlers and supplies Student Edition Activities businesses. soaking wet. Sometimes, wind Page 4 Activity The Journey: The journey ripped the tops off the wagons. Western Trails westward was very long, and early If pioneers left too early or too Nauvoo, Illinois pioneers had to plan and prepare late, snow and ice could also The Santa Fe Trail, the California carefully. be issues. Non-weather threats Trail and the Oregon Trail; Settlers traveled in covered included attacks by outlaws, Independence, Missouri wagons, and a popular place to American Indians and wild Platte River leave from was Independence, animals. MODERATE/2-3 Sacramento or San Joaquin Valleys Missouri. The trip was 1,300-2,000 “Life on the Trail,” pg. 3 Fort Vancouver, Oregon miles and took four to six months 2. C LOW/1 Salt Lake City, Utah to complete. 3. D LOW/1 about 2,000 miles Farming: After California became 4. A LOW/1 about 2,000 miles a state, many of its settlers came 5. B LOW/1 The Santa Fe Trail; 1,200 miles to farm. At first, grains were the 6. A LOW/1 main agricultural product until 7. C LOW/1 Think and Review refrigerated railcars allowed fruits, 8. B LOW/1 After 1850, many Americans chose vegetables, dairy and meat to be 9. D LOW/1 to migrate to California in search of shipped back East for sale. 10. On the trail, the women would gold, fertile farmland, good jobs, a Industry: Once farming took off, prepare food. The men would healthy climate, etc. and the railroad was in place, care for the animals and repair Most early farmers grew grain, settlers looked for other ways to the wagons. Children would 140 California Studies Weekly Teacher Supplement

Assessment Think and Review refrigerated railcars allowed fruits, 1. Hard times hit California in the 1. After 1850, many Americans vegetables, dairy and meat to be 1870s, and many people lost chose to migrate to California in shipped back East for sale. their jobs. Some white workers search of gold, fertile farmland, Industry: Once farming took off, blamed the Chinese immigrants good jobs, a healthy climate, etc. and the railroad was in place, for their joblessness because 2. Most early farmers grew grain, settlers looked for other ways to they claimed that Chinese such as wheat and barley. When make a living. Food processing, workers would work for less the transcontinental railroad farm equipment manufacturing money. Both U.S. workers and was completed and refrigerated and lumber mills became major other immigrant groups, such as railcars were invented, farmers industries that attracted people the Irish, called for the banning switched to producing fruits, looking for jobs to come to of the Chinese, and in some vegetables, beef, dairy, etc. California. cases, were violent to Chinese because produce could be easily workers. MODERATE/2-3 transported and sold in the East. A Day on the Trail “Immigrants Build California,” 3. mines, canneries, meat and fish 6:00 a.m.—care for their animals, pg. 1 packing plants, factories, lumber make breakfast and load the 2. B LOW/1 mills, etc. wagons 3. C LOW/1 4. the weather; the pioneers had no 8:00 a.m.—leave camp and embark 4. B LOW/1 shelter except for their wagons, on the trail 5. A LOW/1 so they were subjected to 12:00 p.m.—stop for lunch 6. B LOW/1 thunderstorms, lightning strikes, 5:00 p.m.—dinner, animal care and 7. D LOW/1 wind, frost, blizzards, etc. wagon repair 8. C LOW/1 5. Los Angeles; oil, farming, 7:00 p.m.—sing, dance or visit 9. A LOW/1 aircraft and shipbuilding; around the campfire 10. Chinatown is a neighborhood electronic, computer, steel, 9:00 p.m.—go to bed in San Francisco where a large clothing and furniture number of Chinese immigrants manufacturing; filmmaking, Assessment made their home. Here, they tourism, etc. 1. Thunderstorms were a danger were able to preserve some to travelers because the rain of the elements of their Teacher Supplement Activities made the trail difficult to culture with customs, such Weekly Literacy Connection travel. Wagons were also the as celebrating the Chinese Summarize It tallest things on the prairie, so New Year with firecrackers Introduction: After California they were sometimes struck and a colorful dragon parade. became a state, many Americans by lightning. Rain would leak MODERATE/2-3 “Building a chose to migrate. All of these new through the wagon covers and Community,” pg. 3 settlers helped California grow left the settlers and supplies strong agricultural and industrial soaking wet. Sometimes, wind Week 31 businesses. ripped the tops off the wagons. Student Edition Activities The Journey: The journey If pioneers left too early or too Page 4 Activity westward was very long, and early late, snow and ice could also Western Trails pioneers had to plan and prepare be issues. Non-weather threats Nauvoo, Illinois carefully. included attacks by outlaws, The Santa Fe Trail, the California Settlers traveled in covered American Indians and wild Trail and the Oregon Trail; wagons, and a popular place to animals. MODERATE/2-3 Independence, Missouri leave from was Independence, “Life on the Trail,” pg. 3 Platte River Missouri. The trip was 1,300-2,000 2. C LOW/1 Sacramento or San Joaquin Valleys miles and took four to six months 3. D LOW/1 Fort Vancouver, Oregon to complete. 4. A LOW/1 Salt Lake City, Utah Farming: After California became 5. B LOW/1 about 2,000 miles a state, many of its settlers came 6. A LOW/1 about 2,000 miles to farm. At first, grains were the 7. C LOW/1 The Santa Fe Trail; 1,200 miles main agricultural product until 8. B LOW/1

140 California Studies Weekly Teacher Supplement

help with chores, like gathering up the rocks. Sometimes the Migrant Mother firewood and hauling water. blasting powder would go Check for accuracy. MODERATE/2-3 “Life on the off before the workers were Trail,” pg. 3 clear and they would lose Think and Review body parts or even their life. The Great Depression and Dust Post-Test These workers also had to Bowl caused many people to 1. They felt it would give some endure extreme heat in the lose their homes, their farms and miners an unfair advantage summer and harsh winters their businesses. Many came to while hunting for gold because with snow and the threat of California hoping to find jobs, they would be able to force avalanches. The Union Pacific homes and a better way of life. their slaves to look for gold Company did not have the California farmers helped the war without needing to pay them. same issues with geography effort by growing crops to feed MODERATE/2-3 were often at risk from attacks the soldiers and raising cotton to 2. Answers will vary, but by unfriendly American Indian make uniforms to clothe them. may include that pioneers groups who were displeased This meant new jobs for farmers blazed their own trails west with the new tracks moving and other workers. There were also toCalifornia. Eventually, people through their hunting grounds. hundreds of new jobs created in began to follow the routes MODERATE/2-3 California when the military began others before them had taken 20. Thunderstorms were a danger building bases, plants and factories successfully. The railroad to travelers because the rain here. formalized these routes. When made the trail difficult to A union is a group of workers who people traveled on the train, travel. Wagons were also the join to make sure they have fair pay there was far less unknown. tallest things on the prairie, so and good working conditions. The They had meals, traveled in they were sometimes struck United Farm Workers of America comfort and arrived safely in by lightning. Rain would leak worked together to protect the California with their whole through the wagon covers and rights of migrant farm workers. party. The unknown associated left the settlers and supplies Dorothea Lange was a famous with pioneering was gone. soaking wet. Sometimes, wind photographer. She photographed HIGH/4-5 ripped the tops off the wagons. migrants during the Great 3. C LOW/1 If pioneers left too early or too Depression. She took photographs 4. D LOW/1 late, snow and ice could also of migrant workers, and when the 5. B LOW/1 be issues. Non-weather threats photos were published, people 6. D LOW/1 included attacks by outlaws, began working to pass laws to 7. B LOW/1 American Indians and wild improve the working and living 8. B LOW/1 animals. MODERATE/2-3 conditions for these farm workers. 9. D LOW/1 10. B LOW/1 Pre-Test Teacher Supplement Activities 11. A LOW/1 1. B LOW/1 Dust Bowl Ballads 12. D LOW/1 2. C LOW/1 April 14, 1935 13. B LOW/1 3. B LOW/1 sundown to sunup (all night long) 14. D LOW/1 4. C LOW/1 rippling ocean of dust 15. C LOW/1 5. B LOW/1 They were covered up with dust. 16. A LOW/1 6. B LOW/1 Jalopies are cars. The clues are 17. C LOW/1 7. D LOW/1 “piling in the family” and “rattling 18. A LOW/1 8. A LOW/1 down the highway.” 19. The workers for the Central 9. D LOW/1 The tone is very scared and sad. Pacific Company had to work 10. C LOW/1 The author uses words deathlike, laying tracks in the Sierra dreadful, terrible and never. Nevada. They had to chisel Week 32 through solid rock and often Student Edition Activities Depression Unemployment Rates used explosives to help break Page 4 Activity Graph 141 California Studies Weekly Teacher Supplement

9. D LOW/1 laying tracks in the Sierra Week 32 10. On the trail, the women would Nevada. They had to chisel Student Edition Activities prepare food. The men would through solid rock and often Page 4 Activity care for the animals and repair used explosives to help break Migrant Mother the wagons. Children would up the rocks. Sometimes the Check for accuracy. help with chores, like gathering blasting powder would go firewood and hauling water. off before the workers were Think and Review MODERATE/2-3 “Life on the clear and they would lose 1. The Great Depression and Dust Trail,” pg. 3 body parts or even their life. Bowl caused many people to These workers also had to lose their homes, their farms and Post-Test endure extreme heat in the their businesses. Many came to 1. They felt it would give some summer and harsh winters California hoping to find jobs, miners an unfair advantage with snow and the threat of homes and a better way of life. while hunting for gold because avalanches. The Union Pacific 2. California farmers helped the they would be able to force Company did not have the war effort by growing crops to their slaves to look for gold same issues with geography feed the soldiers and raising without needing to pay them. were often at risk from attacks cotton to make uniforms to MODERATE/2-3 by unfriendly American Indian clothe them. This meant new 2. Answers will vary, but groups who were displeased jobs for farmers and other may include that pioneers with the new tracks moving workers. There were also blazed their own trails west through their hunting grounds. hundreds of new jobs created toCalifornia. Eventually, people MODERATE/2-3 in California when the military began to follow the routes 20. Thunderstorms were a danger began building bases, plants and others before them had taken to travelers because the rain factories here. successfully. The railroad made the trail difficult to 3. A union is a group of workers formalized these routes. When travel. Wagons were also the who join to make sure they people traveled on the train, tallest things on the prairie, so have fair pay and good working there was far less unknown. they were sometimes struck conditions. The United Farm They had meals, traveled in by lightning. Rain would leak Workers of America worked comfort and arrived safely in through the wagon covers and together to protect the rights of California with their whole left the settlers and supplies migrant farm workers. party. The unknown associated soaking wet. Sometimes, wind 4. Dorothea Lange was a with pioneering was gone. ripped the tops off the wagons. famous photographer. She HIGH/4-5 If pioneers left too early or too photographed migrants during 3. C LOW/1 late, snow and ice could also the Great Depression. She 4. D LOW/1 be issues. Non-weather threats took photographs of migrant 5. B LOW/1 included attacks by outlaws, workers, and when the photos 6. D LOW/1 American Indians and wild were published, people 7. B LOW/1 animals. MODERATE/2-3 began working to pass laws 8. B LOW/1 to improve the working and 9. D LOW/1 Pre-Test living conditions for these farm 10. B LOW/1 1. B LOW/1 workers. 11. A LOW/1 2. C LOW/1 12. D LOW/1 3. B LOW/1 Teacher Supplement Activities 13. B LOW/1 4. C LOW/1 Dust Bowl Ballads 14. D LOW/1 5. B LOW/1 April 14, 1935 15. C LOW/1 6. B LOW/1 sundown to sunup (all night long) 16. A LOW/1 7. D LOW/1 rippling ocean of dust 17. C LOW/1 8. A LOW/1 They were covered up with dust. 18. A LOW/1 9. D LOW/1 Jalopies are cars. The clues are 19. The workers for the Central 10. C LOW/1 “piling in the family” and “rattling Pacific Company had to work down the highway.” 141 California Studies Weekly Teacher Supplement

Unemployment in the Great jobs. People were without California exports more than $43 Depression money to pay their bills or feed billion worth of computers and 10 years their families. Because of the electronics each year, which brings around 3% Great Depression and the Dust jobs and money into our state. 1933 Bowl, many people lost their Louis B. Mayer helped start Metro- Roosevelt implemented New Deal homes, their farms and their Goldwyn-Mayer, one of the most programs. businesses. MODERATE/2-3 successful movie companies of all It went back up after decreasing “Dust storms and Depression time. His movie company brought five years in a row. Change California,” pgs. 1, 4 jobs, money and tourists into It should continue to go down 2. A LOW/1 California. because WWII created many new 3. B LOW/1 John Steinbeck was a writer who jobs. 4. A LOW/1 wrote many books and stories 5. C LOW/1 about life in California. He often 6. C LOW/1 wrote about migrant workers Weekly Literacy Connection 7. A LOW/1 (farm workers who travel from Run-on Sentences 8. D LOW/1 place to place), poor farmers The Dust Bowl was a region 9. A LOW/1 and others who were down on in the United States during the 10. The biggest factor in ending their luck. His work reflected the 1930s where dust storms raged/ the Great Depression was lives of everyday, hardworking many family farms became buried the beginning of World War Californians. beneath piles of dirt. ( , and) II. Immediately, there was a The military uses our perfect The Dust Bowl was a result of need for clothing, weapons, natural harbors and beautiful drought/the Southwest plains was armaments (military weapons weather to build and launch ships the region most affected. ( , and) and equipment) and food to and planes and to test military The Great Depression was another feed and clothe the fighting weapons. major event in the 1930s that also troops. Warships and airplanes affected many Americans/a large were also needed, so factories Teacher Supplement Activities number of people lost their jobs. (, went into full production, California Industries and) putting people back to work. Check for accuracy. Many people decided to move MODERATE/2-3 “Depression west to California/it meant leaving Brings Thousands to Homophones behind their home in the Midwest. California,” pgs. 2-3 their (, but) there People felt they had to leave/they Week 33 it’s would starve. (, or) Student Edition Activities to In California many migrants Page 4 Activity two worked on farms/life still was hard Picture This… Due for them. (, but) 1. Hollywood write Dorothea Lange took pictures of 2. Anaheim waste the migrant workers/people across 3. Santa Clara Valley the nation could see how hard life 4. San Diego Assessment was for these people. (, so) 5. Northern California 1. The perfect weather and 6. San Diego beautiful scenery brought the Assessment 7. Coastal Areas film industry to California. 1. The Dust Bowl was a region 8. San Joaquin Valley, Long Beach “The Entertainment Industry in of the U.S. where dust storms California,” p. 1. LOW/1 raged. These dust storms Think and Review 2. D LOW/1 destroyed many farms. The The Santa Clara (or Silicon) Valley; 3. C LOW/1 Great Depression was a time computers allow us to do our work, 4. C LOW/1 when many workers, from access information and connect 5. B LOW/1 all over the country, lost their to websites all over the world. 6. A LOW/1 142 California Studies Weekly Teacher Supplement

The tone is very scared and sad. of the U.S. where dust storms Think and Review The author uses words deathlike, raged. These dust storms 1. The Santa Clara (or Silicon) dreadful, terrible and never. destroyed many farms. The Valley; computers allow us to Great Depression was a time do our work, access information Depression Unemployment Rates when many workers, from and connect to websites all over Graph all over the country, lost their the world. California exports Unemployment in the Great jobs. People were without more than $43 billion worth of Depression money to pay their bills or feed computers and electronics each 10 years their families. Because of the year, which brings jobs and around 3% Great Depression and the Dust money into our state. 1933 Bowl, many people lost their 2. Louis B. Mayer helped start Roosevelt implemented New Deal homes, their farms and their Metro-Goldwyn-Mayer, one programs. businesses. MODERATE/2-3 of the most successful movie It went back up after decreasing “Dust storms and Depression companies of all time. His five years in a row. Change California,” pgs. 1, 4 movie company brought It should continue to go down 2. A LOW/1 jobs, money and tourists into because WWII created many new 3. B LOW/1 California. jobs. 4. A LOW/1 3. John Steinbeck was a writer who 5. C LOW/1 wrote many books and stories 6. C LOW/1 about life in California. He often Weekly Literacy Connection 7. A LOW/1 wrote about migrant workers Run-on Sentences 8. D LOW/1 (farm workers who travel from The Dust Bowl was a region 9. A LOW/1 place to place), poor farmers in the United States during the 10. The biggest factor in ending and others who were down on 1930s where dust storms raged/ the Great Depression was their luck. His work reflected the many family farms became buried the beginning of World War lives of everyday, hardworking beneath piles of dirt. ( , and) II. Immediately, there was a Californians. The Dust Bowl was a result of need for clothing, weapons, 4. The military uses our perfect drought/the Southwest plains was armaments (military weapons natural harbors and beautiful the region most affected. ( , and) and equipment) and food to weather to build and launch The Great Depression was another feed and clothe the fighting ships and planes and to test major event in the 1930s that also troops. Warships and airplanes military weapons. affected many Americans/a large were also needed, so factories number of people lost their jobs. (, went into full production, Teacher Supplement Activities and) putting people back to work. California Industries Many people decided to move MODERATE/2-3 “Depression Check for accuracy. west to California/it meant leaving Brings Thousands to behind their home in the Midwest. California,” pgs. 2-3 Homophones (, but) their People felt they had to leave/they Week 33 there would starve. (, or) Student Edition Activities it’s In California many migrants Page 4 Activity to worked on farms/life still was hard Picture This… two for them. (, but) 1. Hollywood Due Dorothea Lange took pictures of 2. Anaheim write the migrant workers/people across 3. Santa Clara Valley waste the nation could see how hard life 4. San Diego was for these people. (, so) 5. Northern California Assessment 6. San Diego 1. The perfect weather and Assessment 7. Coastal Areas beautiful scenery brought the 1. The Dust Bowl was a region 8. San Joaquin Valley, Long Beach film industry to California. 142