Content and Skill standards germane to Geography/History 417
| TYPE | STANDARD | |
| KEY | X | "S is for student and TC is for Teacher Content and TS is for Teacher Skill"…the numbers are identifiers for each standard. |
| S4.1.0 | 4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. | |
| S4.1.1 | Geography Lab 1 | Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth. |
| S4.1.2 | Geography Lab 1 | Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations. |
| S4.1.3 | Map Quiz 1, MC Questions | 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. |
| S4.1.4 | Map Quiz 2, MC Questions | Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns. |
| S4.1.5 | Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation. | |
| S4.2.0 | 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. | |
| S4.2.1 | 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. | |
| S4.2.2 | 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, ocean currents, and wind patterns. | |
| S4.2.3 | 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). | |
| S4.2.4 | 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. | |
| S4.2.5 | Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos. | |
| S4.2.6 | Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy. | |
| S4.2.7 | Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America. | |
| S4.2.8 | 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. | |
| S4.3.0 | 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. | |
| S4.3.1 | Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort. | |
| S4.3.2 | Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). | |
| S4.3.3 | 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). | |
| S4.3.4 | Study the lives of women who helped build early California (e.g., Biddy Mason). | |
| S4.3.5 | Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods. | |
| S4.4.0 | 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. | |
| S4.4.1 | Understand the story and lasting 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. | |
| S4.4.2 | 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. | |
| S4.4.3 | 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 groups (e.g., the 1882 Chinese Exclusion Act). | |
| S4.4.4 | Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles). | |
| S4.4.5 | Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California. | |
| S4.4.6 | Describe the development and locations of new industries since the nineteenth 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. | |
| S4.4.7 | Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs. | |
| S4.4.8 | Describe the history and development of California's public education system, including universities and community colleges. | |
| S4.4.9 | 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). | |
| S4.5.0 | 4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. | |
| S4.5.1 | 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). | |
| S4.5.2 | Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution. | |
| S4.5.3 | 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 of the military) among federal, state, and local governments. | |
| S4.5.4 | Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials. | |
| S4.5.5 | Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts). | |
| TC.3.1.0 | 3.1 The Pre-Columbian Period through the Gold Rush. Candidates for Multiple Subject Teaching Credentials... | |
| TC.3.1.1 | MC Questions | Identify the impact of California’s physical geography on its history. |
| TC.3.1.2 | MC Questions | They describe the geography, economic activities, folklore and religion of California’s American Indian peoples. |
| TC.3.1.3 | MC Questions | They discuss the impact of Spanish exploration and colonization, including the mission system and its influence on the development of the agricultural economy of early California. |
| TC.3.1.4 | MC Questions | They describe Mexican rule in California. |
| TC.3.1.5 | MC Questions | They state the causes of the war between Mexico and the United States and its consequences for California. |
| TC.3.1.6 | MC Questions | They describe the discovery of gold and its cultural, social, political and economic effects in California, including its impact on American Indians and Mexican nationals. |
| TC.3.2.0 | 3.2 Economic, Political, and Cultural Development Since the 1850’s. Candidates for Multiple Subject Teaching Credentials.... | |
| TC.3.2.1 | MC Questions | Identify key principles of the California Constitution, including the Progressive-era reforms of initiative, referendum and recall, and |
| TC.3.2.2 | They recognize similarities and differences between it and the U. S. Constitution. | |
| TC.3.2.3 | MC Questions | They identify patterns of immigration to California, including the Dust Bowl migration, and discuss their impact on the cultural, economic, social and political development of the state. |
| TC.3.2.4 | MC Questions | They identify the effects of federal and state law on the legal status of immigrants. |
| TC.3.2.5 | MC Questions | They describe historical and contemporary perspectives on cultural diversity in the United States and in California. |
| TC.3.2.6 | MC Questions | Candidates understand the development and identify the locations of California’s major economic activities: mining, large-scale agriculture, entertainment, recreation, aerospace, electronics and international trade. |
| TC.3.2.7 | MC Questions | They identify factors leading to the development of California’s water delivery system, and describe its relationship to California geography. |
| TS.P2.A.0 | Part II-A. Candidates for Multiple Subject Teaching Credentials utilize chronological and spatial thinking. | |
| TS.P2.A.1 | Lab 1, MC Questions | They construct and interpret timelines, tables, graphs, maps and charts. ** (emphasis-California) |
| TS.P2.A.2 | Lab 1 | They locate places based on ordinal directions, latitude and longitude, the equator, prime meridian, the tropics, the hemispheres, time zones and the international dateline.** (emphasis- California) |
| TS.P2.A.3 | Map Quiz 2 |
They identify and interpret
major geographical features of the earth’s surface including continents and
other large landmasses, mountain ranges, forested areas, grasslands, deserts
and major bodies of water and rivers. ** (emphasis- California) |
| TS.P2.A.4 | They describe the cultural, historical, economic and political characteristics of world regions, including human features of the regions such as population, land use patterns and settlement patterns. ** (emphasis-California) | |
| TS.P2.B.0 | Part II-B. Candidates for Multiple Subject Teaching Credentials analyze, interpret and evaluate research evidence in history and the social sciences. | |
| TS.P2.B.1 | Photo and Art Lab | They interpret primary and secondary sources, including written documents, narratives, photographs, art and artifacts revealed through archeology. ** |
| TS.P2.B.2 | Textbook Lab | In relation to confirmed research evidence they assess textbooks and contrast differing points of view on historic and current events. ** |
| TS.P2.B.3 | In the interpretation of historical and current events, candidates identify, explain and discuss multiple causes and effects. ** | |
| TS.P2.B.4 | MC Questions | They recognize the differing ramifications of historical and current events for people of varying ethnic, racial, socio-economic, cultural and gender backgrounds. ** |
| TS.P2.C.0 | Part II-C. Candidates draw on and apply concepts from history and other social studies including political science and government, geography, economics, anthropology, and sociology. | |
| TS.P2.C.1 | MC Questions | They explain concepts related to human, government and political institutions, including power and authority, monarchy, totalitarianism, republicanism, democracy, limited government and the roles and responsibilities of citizenship. ** (emphasis-California) |
| TS.P2.C.2 | MC Questions | They draw on and apply basic economic concepts. |
| TS.P2.C.3 | NO | They discuss basic concepts of sociology related to individuals, interpersonal relationships and institutions, including family and community; and concepts related to social structure, including occupation, socio-economic class, ethnicity and gender. |
| TS.P2.C.4 | NO | Candidates explain major concepts of philosophy (including concepts of religion and other belief systems) and their impact on history and society. |
| TS.P2.C.5 |
They explain basic concepts
of demography including factors associated with human migration. ** (emphasis-California) |
|
| TS.P2.C.6 |
They discuss basic concepts
of anthropology including the nature and content of culture, and they
understand the historical and cultural development of human society,
including hunting and gathering, nomadic pastoralism, domestication of
plants and animals, and the creation and evolution of human settlements and
cities. ** (emphasis-California) |