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DOC - HSS Standards Map Grade 4 - Instructional Materials (CA Dept

By Alice Morgan,2014-05-07 12:12
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DOC - HSS Standards Map Grade 4 - Instructional Materials (CA Dept

Publisher:

    Program Title:

    Components:

     Grade Level(s):

    Standards Map Basic Comprehensive Program

    Grade Four History Social Science

    California: A Changing State

    Students learn the story of their home state, unique in American history in terms of its vast and varied geography, its many waves of immigration beginning with pre-Columbian societies, its continuous diversity, economic energy, and rapid growth. In addition to the specific treatment of milestones in California history, students examine the state in the context of the rest of the nation, with an emphasis on the U.S. Constitution and the relationship between state and federal government.

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Students demonstrate an 4 4.1 understanding of the physical and

    human geographic features that define

    places and regions in California.

    Explain and use the coordinate grid 4 4.1.1 system of latitude and longitude to

    determine the absolute locations of

    places in California and on Earth.

    Distinguish between the North and South 4 4.1.2 Poles; the equator and the prime

    meridian; the tropics; and the

    hemispheres, using coordinates to plot

    locations.

    Identify the state capital and describe the 4 4.1.3 various regions of California, including

    how their characteristics and physical

    environments (e.g., water, landforms,

    vegetation, climate) affect human activity.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Identify the locations of the Pacific 4 4.1.4 Ocean, rivers, valleys, and mountain

    passes and explain their effects on the

    growth of towns.

Use maps, charts, and pictures to 4 4.1.5 describe how communities in California

    vary in land use, vegetation, wildlife,

    climate, population density, architecture,

    services, and transportation.

Students describe the social, political, 4 4.2 cultural, and economic life and

    interactions among people of

    California from the pre-Columbian

    societies to the Spanish mission and

    Mexican rancho periods.

Discuss the major nations of California 4 4.2.1 Indians, including their geographic

    distribution, economic activities, legends,

    and religious beliefs; and describe how

    they depended on, adapted to, and

    modified the physical environment by

    cultivation of land and use of sea

    resources.

Identify the early land and sea routes to, 4 4.2.2 and European settlements in, California

    with a focus on the exploration of the

    North Pacific (e.g., by Captain James

    Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains,

    deserts, ocean currents, and wind

    patterns.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Describe the Spanish exploration and 4 4.2.3 colonization of California, including the

    relationships among soldiers,

    missionaries, and Indians (e.g., Juan

    Crespi, Junipero Serra, Gaspar de

    Portola).

Describe the mapping of, geographic 4 4.2.4 basis of, and economic factors in the

    placement and function of the Spanish

    missions; and understand how the

    mission system expanded the influence of

    Spain and Catholicism throughout New

    Spain and Latin America.

Describe the daily lives of the people, 4 4.2.5 native and nonnative, who occupied the

    presidios, missions, ranchos, and

    pueblos.

Discuss the role of the Franciscans in 4 4.2.6 changing the economy of California from

    a hunter-gatherer economy to an

    agricultural economy.

Describe the effects of the Mexican War 4 4.2.7 for Independence on Alta California,

    including its effects on the territorial

    boundaries of North America.

Discuss the period of Mexican rule in 4 4.2.8 California and its attributes, including land

    grants, secularization of the missions,

    and the rise of the rancho economy.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Students explain the economic, social, 4 4.3 and political life in California from the

    establishment of the Bear Flag

    Republic through the Mexican-American War, the Gold Rush, and the

    granting of statehood.

Identify the locations of Mexican 4 4.3.1 settlements in California and those of

    other settlements, including Fort Ross

    and Sutter’s Fort.

    Compare how and why people traveled to 4 4.3.2 California and the routes they traveled (e.g., James Beckwourth, John Bidwell,

    John C. Fremont, Pio Pico).

Analyze the effects of the Gold Rush on 4 4.3.3 settlements, daily life, politics, and the

    physical environment (e.g., using

    biographies of John Sutter, Mariano

    Guadalupe Vallejo, Louise Clapp).

    Study the lives of women who helped 4 4.3.4 build early California (e.g., Biddy Mason).

Discuss how California became a state 4 4.3.5 and how its new government differed

    from those during the Spanish and

    Mexican periods.

Students explain how California 4 4.4 became an agricultural and industrial

    power, tracing the transformation of

    the California economy and its political

    and cultural development since the

    1850s.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Understand the story and lasting 4 4.4.1 influence of the Pony Express, Overland

    Mail Service, Western Union, and the

    building of the transcontinental railroad,

    including the contributions of Chinese

    workers to its construction.

    Explain how the Gold Rush transformed 4 4.4.2 the economy of California, including the

    types of products produced and

    consumed, changes in towns (e.g.,

    Sacramento, San Francisco), and

    economic conflicts between diverse

    groups of people.

    Discuss immigration and migration to 4 4.4.3 California between 1850 and 1900,

    including the diverse composition of those

    who came; the countries of origin and

    their relative locations; and conflicts and

    accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

Describe rapid American immigration, 4 4.4.4 internal migration, settlement, and the

    growth of towns and cities (e.g., Los

    Angeles).

    Discuss the effects of the Great 4 4.4.5 Depression, the Dust Bowl, and World War II on California.

Describe the development and locations 4 4.4.6 of new industries since the turn of the

    century, such as the aerospace industry,

    electronics industry, large-scale

    commercial agriculture and irrigation

    projects, the oil and automobile

    industries, communications and defense

    industries, and important trade links with

    the Pacific Basin.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Trace the evolution of California’s water 4 4.4.7 system into a network of dams,

    aqueducts, and reservoirs.

Describe the history and development of 4 4.4.8 California’s public education system,

    including universities and community

    colleges.

    Analyze the impact of twentieth-century 4 4.4.9 Californians on the nation’s artistic and

    cultural development, including the rise of

    the entertainment industry (e.g., Louis B.

    Meyer, Walt Disney, John Steinbeck,

    Ansel Adams, Dorothea Lange, John

    Wayne).

    Students understand the structures, 4 4.5 functions, and powers of the local,

    state, and federal governments as

    described in the U.S. Constitution.

Discuss what the U.S. Constitution is and 4 4.5.1 why it is important (i.e., a written

    document that defines the structure and

    purpose of the U.S. government and

    describes the shared powers of federal,

    state, and local governments).

Understand the purpose of the California 4 4.5.2 Constitution, its key principles, and its

    relationship to the U.S. Constitution.

Describe the similarities (e.g., written 4 4.5.3 documents, rule of law, consent of the

    governed, three separate branches) and differences (e.g., scope of jurisdiction,

    limits on government powers, use of the

    military) among federal, state, and local

    governments.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Explain the structures and functions of 4 4.5.4 state governments, including the roles

    and responsibilities of their elected

    officials.

    Describe the components of California’s 4 4.5.5 governance structure (e.g., cities and

    towns, Indian rancherias and

    reservations, counties, school districts).

Historical and Social Sciences Analysis Skills

    The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be

    assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research

    skills.

    CHRONOLOGICAL AND SPATIAL THINKING

    Students place key events and people of 4 (1) the historical era they are studying in a

    chronological sequence and within a

    spatial context; they interpret time lines.

    Students correctly apply terms related to 4 (2) time, including past, present, future,

    decade, century, and generation.

    Students explain how the present is 4 (3) connected to the past, identifying both

    similarities and differences between the

    two, and how some things change over

    time and some things stay the same.

    Students use map and globe skills to 4 (4) determine the absolute locations of

    places and interpret information available

    through a map’s or globe’s legend, scale,

    and symbolic representations.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard

    Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations Students judge the significance of the 4 (5) relative location of a place (e.g., proximity

    to a harbor, on trade routes) and analyze

    how relative advantages or

    disadvantages can change over time.

RESEARCH, EVIDENCE, AND POINT OF VIEW

Students differentiate between primary 4 (1) and secondary sources.

Students pose relevant questions about 4 (2) events they encounter in historical

    documents, eyewitness accounts, oral

    histories, letters, diaries, artifacts,

    photographs, maps, artworks, and

    architecture.

Students distinguish fact from fiction by 4 (3) comparing documentary sources on

    historical figures and events with

    fictionalized characters and events.

HISTORICAL INTERPRETATION

    Students summarize the key events of 4 (1) the era they are studying and explain the

    historical contexts of those events.

Students identify the human and physical 4 (2) characteristics of the places they are

    studying and explain how those features

    form the unique character of those

    places.

Students identify and interpret the 4 (3) multiple causes and effects of historical

    events.

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

     PUBLISHER CITATIONS IMAP/CRP USE ONLY

    Meets

    Standard Grade Standard Text of Standard Primary Supporting Y N IMAP/CRP Notes # Citations Citations

    Students conduct cost-benefit analyses of 4 (4) historical and current events.

Appendix

    For questions, contact the CFIR Division, California Department of Education, (916) 319-0881.Reposted April 20, 2009

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