Print P - California History-Social Science · discussion of the effects each of the above had on...

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Lines and Loc

Scott Foresman History-Social Science for California

P r i n t P

Copyright © Pearson Education, Inc.

Instructions:I

have volunteers share their work.

H-SS 4.1.1: How do you locate places on Earth?

n, Arizona °

°N, 1

, California 36°N, 122°W

El Paso, Texas 31° °W

41°N, 112°W

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Labeling a World Map


P r i n t P a r t n e r

Lines, points, and places are indicated on maps and globes. Look at the map below. Label the following as they appear on the map:

Equator, Prime Meridian, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole, Northern Hemisphere, Southern Hemisphere,

Western Hemisphere, Eastern Hemisphere.


Instructions: Ask students to define such terms as North and South Poles, prime meridian, and so on. Then ask them to complete the activity. When finished, have volunteers share their work.

H-SS 4.1.2: How is Earth divided?

30˚N

15˚N

0˚

15˚S

30˚S

˚

7

18080˚ ˚˚W 120˚

˚˚

˚W 15˚0˚

˚E1500˚E ˚

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The Four Regions




Instructions: Lead students in a discussion of California’s four regions. Ask: How is each region similar to and different from the others? Then have them write descriptions for each region.

H-SS 4.1.3: How are the areas of California different?

California has four distinct geographical regions. Label each of the regions.

Then, use the space provided to describe each region.

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Settling in California




Instructions: Read the directions with students and then have them work independently to complete the page. When finished, lead them in adiscussion of the effects each of the above had on the explorers and settlers who arrived th

H-SS 4.1.4: How have California’s landforms and water affected settlement?

Reaching California was challenging for explorers and settlers. Describe the effects each of the

following had on the exploration and settlement of the region.

Mojave Desert

Pacific Ocean

Sierra Nevada

Pacific Ocean

Valleys

VallVa

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California Communities




Instructions: Have students complete the chart. When finished, have volunteers share their responses and identify some of the cities and communities found in each area.

H-SS 4.1.5: How are California communities alike and different?

California’s communities are located in three different areas—rural areas, suburban areas, and urban

areas. Describe each area in the spaces below.

Urban AreasSuburban AreasRural Areas

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Comparing Ways of Life




Instructions: Have students choose two California American Indian groups to compare and contrast. Remind them that the center section is for those characteristics shared by both groups. When finished, invite volunteers to share their ideas with the class.

H-SS 4.2.1: How did early people live in California?

California Indian groups are alike in many ways. Each group, however, is also unique.

Use the chart below to compare and contrast two of the California Indian groups from the lesson.

How They Were Alike

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Exploring the California Coast




Instructions: Have students choose three explorers and describe them in the space provided. When finished, invite volunteers to share their ideas with the class.

H-SS 4.2.2: How did early Europeans come to California?

In the 1500s, Europeans began exploring the coast of California.

Describe the journeys and discoveries of three of these explorers.

Hupa

Describe the challenges explorers faced while traveling on the California coastline.

Name

Colonizing California




Instructions: Have students complete the page. When finished, have students share their responses.

H-SS 4.2.3: How did the Spanish change how California Indians lived?

More than one hundred years after explorers reached California, newcomers began coming to the

region. Answer the questions below about the early settlement of California.

WHAT was life like at the missions for the California Indians?

WHERE was the first mission built?

WHY did the newcomers come to the region?

WHO began to settle California in the mid-1700s?

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The Missions




Instructions: Have students work with a partner to complete the page. Invite volunteers to share their responses with the class. Encourage students to think of additional causes and effects from the lesson.

H-SS 4.2.4: What was Spain's influence in California?

By 1823 the coast of California was dotted with missions. List the reasons why their locations were

chosen. Then complete the cause and effect chart.

CAUSES EFFECTS

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Spanish and Mexican Settlements




Instructions: Have students write descriptions of presidios, pueblos, and ranchos. When finished, have them orally compare and contrast the different Spanish and Mexican establishments. Encourage them to use ideas from their graphic organizer to help them formulate their ideas.

H-SS 4.2.5: What was life like in Spanish and Mexican California?

The Spanish and Mexicans continued to shape California. Complete the fact cards below with

information about the different Spanish and Mexican settlements that existed throughout the region.

Presidio

Pueblo

Rancho

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A New Economy Develops




Instructions: Have students complete the three sections to describe how California’s economy changed over time. Then have students discuss the pros and cons of a hunter-gatherer economy and an agricultural economy.

H-SS 4.2.6: How did California’s early economy change?

The arrival of the Spanish brought changes to California’s economy. Use the space below to

describe the changes in California’s economy.

Hunter-Gatherer Economy

Farming Begins

Agricultural Economy

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Spain and Mexico at War




Instructions: Have students complete the page. Then ask volunteers to identify and explain the causes of the Mexican War for Independence. When finished, you might want to have students outline a map of the regions Mexico was granted as a result of the war.

H-SS 4.2.7: How did the Mexican War for Independence affect California?

In 1821 Mexico won its independence from Spain.

List the causes of the Mexican War for Independence.

1

2

3

Cause Causes for the Mexican War for Independence

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Changes in California



Mexican rule had a strong impact on California. Fill in the chart with information about each change.


Instructions: Have students complete the main idea and details chart. When finished, have students share their answers.

H-SS 4.2.8: How did Mexican rule affect California?

Mexican Rule Changes California

Missions Land Grants Ranchos

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New Forts and Communities




Instructions: Have students record facts about each of the settlements noted in the chart. When finished, have volunteers share their responses.

H-SS 4.3.1: Where were California's settlements?

Different groups of people continued to settle in California after Mexico gained control of the region.

Record facts about the settlements noted in the chart. Name the people who lived in them.

Sutter’s FortFort RossMexican Settlements

Name

Settlers Journey West




Instructions: Have students complete the page. When finished, invite volunteers to share their responses.

H-SS 4.3.2: How and why did people travel to California?

People from other countries migrated to California over land and sea. Describe the contributions of

each person to the settlement of California.

Jedediah Smith John Bidwell

James Beckwourth John C. Fremont

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Golden Opportunities



The discovery of gold in 1848 greatly changed California.

Describe the effects of the Gold Rush on cities, government, and jobs in the state.


Instructions: Have students complete the page. When finished, draw the graphic organizer on the board and have volunteers add their ideas to it. You might want to have students use the information to write about the life of a miner.

H-S 4.3.3: How did the discovery of gold affect California?

The Effects of the Gold Rush

Cities Jobs

Government

Name

The Contributions of Women




Instructions: Invite students to complete the chart. Then have students share their responses.

H-S 4.3.4: How did women help California grow?

Women played an important role in the growth of California.

Tell how each of the women listed below contributed to our state.

Bernarda Ruiz Helen Hunt Jackson

Biddy Mason Mary Tape

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The State of California




Instructions: Have students complete the page. When finished, invite volunteers to identify the events that took place in California during eachtime period.

H-S 4.3.5: How did California’s government change?

In 1850 California became the thirty-first state of the United States. Use the document below to

describe events in California before and after statehood.

Before Statehood After Statehood

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Technology Connects California



Describe each method of communication or advance in technology and how it helped to link

California with the East.


Instructions: Ask students how advances in transportation and communication have helped California grow. Then have them answer thequestions. When finished, have volunteers share their responses.

H-SS 4.4.1: How did the movement of people and ideas change in California?

Overland Mail Service

the Pony Express

telegraph

the transcontinentalrailroad

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Gold Changes the Economy



California’s economy changed as a result of the Gold Rush. Tell how the discovery of gold in our state

affected each of the following.


Instructions: Have students complete the chart. When finished, have students discuss the different types of jobs that were created as a result of the Gold Rush. Talk with students, too, about the economic conflicts between diverse groups of people.

H-SS 4.4.2: How did the Gold Rush change California's economy?

Transportation

Towns and Cities

Agriculture

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Newcomers Face Challenges



Describe four different challenges faced by newcomers to California.


Instructions: Ask students why some people migrated and immigrated to California and what challenges they faced. Have them record theirresponses. When finished, ask volunteers to share their answers.

H-SS 4.4.3: How did different people coming to California affect our state?

1.

2.

3.

4.

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California Prospers



Describe how immigration and settlement helped California grow.


Instructions: Ask students to tell how immigration and settlement helped the state of California grow. Then have students read and respondto each question. When finished, have volunteers share their answers.

H-SS 4.4.4: How have immigration and settlement helped California grow?

1. What factors contributed to the rapid increase in California’s population in the early 1900s?

2. What industries in the Los Angeles area drew people to the region?

3. How have migrant workers helped the farming industry in California grow?

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California Faces Challenges



Describe each event and the way in which it affected California and its people.


Instructions: Talk with students about the challenges the United States faced in the early 1900s. Then have them complete the chart.When finished, review responses with students. You might want to organize student responses in a chart.

H-SS 4.4.5: What was California's role in major events of the twentieth century?

The Great Depression

The Dust Bowl

World War II

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California’s Top Industries



Describe some of California's top industries and their effects on our state.


Instructions: Have students complete the activity. When finished, have volunteers share their work.

H-SS 4.4.6: What new industries came to California in the twentieth century?

What are some of the state’s most important industries?

Describe two of these industries and their effects on our state.

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Water: An Important Resource



Describe the different parts that make up California's water system. Then explain why it is important to

conserve water.


Instructions: Have students complete the chart. When finished, have volunteers share their responses. Then have students discuss the ways in which they help to conserve water.

H-SS 4.4.7: How did California's water system develop?

Water System Step What It Does

Dam

Canals

Aqueducts

Reservoirs

Why is it important to conserve water?

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Education in California



Answer the questions below about California’s education system.


Instructions: Ask students to talk about the value they place on education. Then have them complete the activity page. When finished, discuss student responses.

H-SS 4.4.8: How did California's education system develop?

1. What is the difference between a public and a private school?

2. What is the role of the state Department of Education?

3. Where do some people choose to go after high school? What do they learn or earn at these schools?

4. Describe California’s system of public colleges and universities.

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California and the Arts



Describe how California’s culture has been influenced by each of the following.


Instructions: Have students complete the activity. When finished, ask them to share their responses.

H-SS 4.4.9: How have Californians made our state unique?

Entertainment Industry

Walt Disney

Dorothea Lange

John Steinbeck

Steven Spielberg

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America’s Plan of Government



The United States, plan of government is described by the Constitution. Answer the questions below

about the plan of government.


Instructions: Have students respond to the questions. When finished, ask students to read aloud their responses.

H-SS 4.5.1: Why was the United States Constitution created?

5. What are the three levels of government? What does each level of government do?

1. What is a federal system of government?

2. What is the purpose of the Constitution?

3. Why does the Constitution have an amendment process?

4. What is the purpose of the Bill of Rights?

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Constitutions



Both the United States and California have constitutions. Use the Venn diagram below to compare these constitutions. In the center

section, describe how they are alike.


Instructions: Invite students to complete the Venn Diagram. Then ask volunteers to share their responses.

H-SS 4.5.2: How does the California Constitution affect you?

California Constitution United States Constitution

Both

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The Structure of Government



Our government has three levels—the local, state, and federal levels. Explain the responsibilities of each level of government.

Use the Idea Web to record your answers.


Instructions: Have students complete the page. When finished, copy the chart on the board. Have volunteers come forward and fill in the chart.

H-SS 4.5.3: How are federal, state, and local governments alike and different?

Responsibilities of Government

The Local Level The Federal Level

The State Level

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Governing the State



Each of the three branches of California’s government has different responsibilities.

Describe them in the spaces shown below.


Instructions: Have students complete the chart. After reviewing the correct answers as a class, discuss why it is important for governments to maintain a balance of power.

H-SS 4.5.4: What does our state government do for us?

The Three Branches of the California State Government

Executive Legislative Judicial

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Governing Towns and Communities



Community governments serve California’s cities, towns, reservations, and school districts.

Describe the leaders and responsibilities of each of the following below.


Instructions: Have students complete the page. When finished, have volunteers share their answers. Then have students think of other jobs or responsibilities each community government might have.

H-SS 4.5.5: How are California's communities governed?

Local Government

Tribal Council

School District

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