4.1 Students demonstrate an understanding of the physical and human
geographic features that define places and regions in California.
1. Explain and use the coordinate grid system of
latitude and longitude to determine the absolute locations of places
in California and on Earth.
2. Distinguish between the North and South poles;
the equator and the prime meridian; the tropics; and the hemispheres,
using coordinates to plot locations.
3. Identify the state capital and describe the
various regions of California, including how their characteristics and
physical environments (e.g., water, landforms, vegetation, climate)
affect human activity.
4. Identify the locations of the Pacific Ocean,
rivers, valleys, and mountains passes and explain their effects on the
growth of towns.
5. Use maps, charts, and pictures to describe how
communities in California vary in land use, vegetation, wildlife,
climate, population density, architecture, services, and
transportation.
4.2 Students describe the social, political, cultural, and
economic life and interactions among people of California from the
pre-Columbian societies to the Spanish mission and Mexican rancho
periods.
1. Discuss the major nations of California 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.
2. Identify the early land and sea routes to, 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,
oceans currents, and wind patterns.
3. Describe the Spanish exploration and colonization
of California, including the relationships among soldiers,
missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar
de Portola).
4. Describe the mapping of, geographic 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.
5. Describe the daily lives of the people, native and
non-native, who occupied the presidios, missions, ranchos, and
pueblos.
6. Discuss the rule of the Franciscans in changing
the economy of California from a hunter-gatherer economy to an
agricultural economy.
7. Describe the effects of the Mexican War for
Independence on Alta California, including its effects on the
territorial boundaries of North America.
8. Discuss the period of Mexican rule in California
and its attributes, including land grants, secularization of the
missions, and the rise of the rancho economy.
4.3
Students explain the economic, social, 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.
1. Identify the locations of Mexican settlements in
California and those of other settlements, including Fort Ross and
Sutter's Fort.
2. Compare how and why people traveled to
California and the routes they traveled (e.g., James Beckwourth, John
Bidwell, John C. Fremont, Pio Pico).
3. Analyze the effects of the Gold Rush on
settlements, daily life, politics, and the physical environment (e.g.,
using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise
Clapp).
4. Study the lives of women who helped build early
California (e.g., Biddy Mason).
5. Discuss how California became a state and how
its new government differed from those during the Spanish and Mexican
periods.
4.4
Students explain how California became an agricultural and industrial
power, tracing the transformation of the California economy and its
political and cultural development since the 1850s.
1. Understanding the story and lasting influence of the
Pong Express, Overland Mail service, western Union, and the Building
of the transcontinental railroad, including the contributions of
Chinese workers to its construction.
2. Explain how the Gold Rush transformed 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.
3. Discuss immigration and migration to 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 group (e.g., the 1882 Chinese
Exclusion Act).
4. Describe rapid American immigration, internal
migration, settlements, and the growth of towns and cities (e.g., Los
Angeles).
5. Discuss the effects of the Great Depression, the Dust
Bowl, and World War II on California.
6. Describe the development and locations 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.
7. Trace the evolution of California's water system
into a network of dams, aqueducts, and reservoirs.
8. Describe the history and development of
California's public education system, including universities and
community colleges.
9. Analyze the impact of twentieth-century
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).
4.5
Students understand the structures, functions, and powers of the
local, state, and federal governments as described in the U.S.
Constitution.
1. Discuss what the U.S. Constitution is and 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).
2. Understand the purpose of the California
Constitution, its key principles, and its relationship ot the U.S.
Constitution.
3. Describe the similarities (e.g., written
documents, rule of law, consent of the governed, three separate
branches) and differences (e.g., scope of jurisdiction, limits on
government powers, use fo the military) among federal, state, and
local governments.
4. Explain the structures and functions of state
governments, including the roles and responsibilities of their elected
officials.
5. Describe the components of California's governance
structure (e.g., cities and towns, Indian rancherias and reservations,
counties, school districts).
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Butte County Office of Education