History–Social Science Standards
Results
Showing 1 - 100 of 618 Standards
Standard Identifier: HSS-K.1
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students understand that being a good citizen involves acting in certain ways.
Students understand that being a good citizen involves acting in certain ways.
Standard Identifier: HSS-K.1.1
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Follow rules, such as sharing and taking turns, and know the consequences of breaking them.
Standard Identifier: HSS-K.1.2
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.
Standard Identifier: HSS-K.1.3
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions.
HSS-K.1 Students understand that being a good citizen involves acting in certain ways.
Standard:
Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters’ actions.
Standard Identifier: HSS-K.2
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.
Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.
Standard Identifier: HSS-K.3
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.
Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.
Standard Identifier: HSS-K.4
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard Identifier: HSS-K.4.1
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.
Standard Identifier: HSS-K.4.2
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.
Standard Identifier: HSS-K.4.3
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).
Standard Identifier: HSS-K.4.4
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.
Standard Identifier: HSS-K.4.5
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Demonstrate familiarity with the school’s layout, environs, and the jobs people do there.
HSS-K.4 Students compare and contrast the locations of people, places, and environments and describe their characteristics.
Standard:
Demonstrate familiarity with the school’s layout, environs, and the jobs people do there.
Standard Identifier: HSS-K.5
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.
Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.
Standard Identifier: HSS-K.6
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Standard:
Students understand that history relates to events, people, and places of other times.
Students understand that history relates to events, people, and places of other times.
Standard Identifier: HSS-K.6.1
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington’s and Lincoln’s Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).
Standard Identifier: HSS-K.6.2
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.
Standard Identifier: HSS-K.6.3
Grade:
K
Course:
Learning and Working Now and Long Ago, Grade K
Overarching Standard:
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
HSS-K.6 Students understand that history relates to events, people, and places of other times.
Standard:
Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
Standard Identifier: HSS-1.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students describe the rights and individual responsibilities of citizenship.
Students describe the rights and individual responsibilities of citizenship.
Standard Identifier: HSS-1.1.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.1 Students describe the rights and individual responsibilities of citizenship.
Standard:
Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.
HSS-1.1 Students describe the rights and individual responsibilities of citizenship.
Standard:
Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.
Standard Identifier: HSS-1.1.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.1 Students describe the rights and individual responsibilities of citizenship.
Standard:
Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.”
HSS-1.1 Students describe the rights and individual responsibilities of citizenship.
Standard:
Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule.”
Standard Identifier: HSS-1.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard Identifier: HSS-1.2.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
Standard Identifier: HSS-1.2.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.
Standard Identifier: HSS-1.2.3
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Construct a simple map, using cardinal directions and map symbols.
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Construct a simple map, using cardinal directions and map symbols.
Standard Identifier: HSS-1.2.4
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
HSS-1.2 Students compare and contrast the absolute and relative locations of places and people and describe the physical and/or human characteristics of places.
Standard:
Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.
Standard Identifier: HSS-1.3
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard Identifier: HSS-1.3.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., “My Country ’Tis of Thee”).
Standard Identifier: HSS-1.3.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Understand the significance of our national holidays and the heroism and achievements of the people associated with them.
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Understand the significance of our national holidays and the heroism and achievements of the people associated with them.
Standard Identifier: HSS-1.3.3
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.
HSS-1.3 Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.
Standard:
Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.
Standard Identifier: HSS-1.4
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard Identifier: HSS-1.4.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Examine the structure of schools and communities in the past.
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Examine the structure of schools and communities in the past.
Standard Identifier: HSS-1.4.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Study transportation methods of earlier days.
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Study transportation methods of earlier days.
Standard Identifier: HSS-1.4.3
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
HSS-1.4 Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.
Standard:
Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.
Standard Identifier: HSS-1.5
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard Identifier: HSS-1.5.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.
Standard Identifier: HSS-1.5.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
Standard Identifier: HSS-1.5.3
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
HSS-1.5 Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.
Standard:
Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
Standard Identifier: HSS-1.6
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Standard:
Students understand basic economic concepts and the role of individual choice in a free-market economy.
Students understand basic economic concepts and the role of individual choice in a free-market economy.
Standard Identifier: HSS-1.6.1
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy.
Standard:
Understand the concept of exchange and the use of money to purchase goods and services.
HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy.
Standard:
Understand the concept of exchange and the use of money to purchase goods and services.
Standard Identifier: HSS-1.6.2
Grade:
1
Course:
A Child’s Place in Time and Space, Grade 1
Overarching Standard:
HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy.
Standard:
Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.
HSS-1.6 Students understand basic economic concepts and the role of individual choice in a free-market economy.
Standard:
Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.
Standard Identifier: HSS-2.1
Grade:
2
Course:
People Who Make a Difference, Grade 2
Standard:
Students differentiate between things that happened long ago and things that happened yesterday.
Students differentiate between things that happened long ago and things that happened yesterday.
Standard Identifier: HSS-2.1.1
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.
Standard Identifier: HSS-2.1.2
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Compare and contrast their daily lives with those of their parents, grandparents, and/or guardians.
Standard Identifier: HSS-2.1.3
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
HSS-2.1 Students differentiate between things that happened long ago and things that happened yesterday.
Standard:
Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).
Standard Identifier: HSS-2.2
Grade:
2
Course:
People Who Make a Difference, Grade 2
Standard:
Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard Identifier: HSS-2.2.1
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).
Standard Identifier: HSS-2.2.2
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements: title, legend, directional indicator, scale, and date.
Standard Identifier: HSS-2.2.3
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and why they made the trip.
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Locate on a map where their ancestors live(d), telling when the family moved to the local community and how and why they made the trip.
Standard Identifier: HSS-2.2.4
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Compare and contrast basic land use in urban, suburban, and rural environments in California.
HSS-2.2 Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.
Standard:
Compare and contrast basic land use in urban, suburban, and rural environments in California.
Standard Identifier: HSS-2.3
Grade:
2
Course:
People Who Make a Difference, Grade 2
Standard:
Students explain governmental institutions and practices in the United States and other countries.
Students explain governmental institutions and practices in the United States and other countries.
Standard Identifier: HSS-2.3.1
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.3 Students explain governmental institutions and practices in the United States and other countries.
Standard:
Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.
HSS-2.3 Students explain governmental institutions and practices in the United States and other countries.
Standard:
Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.
Standard Identifier: HSS-2.3.2
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.3 Students explain governmental institutions and practices in the United States and other countries.
Standard:
Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.
HSS-2.3 Students explain governmental institutions and practices in the United States and other countries.
Standard:
Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.
Standard Identifier: HSS-2.4
Grade:
2
Course:
People Who Make a Difference, Grade 2
Standard:
Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard Identifier: HSS-2.4.1
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.
Standard Identifier: HSS-2.4.2
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.
Standard Identifier: HSS-2.4.3
Grade:
2
Course:
People Who Make a Difference, Grade 2
Overarching Standard:
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Understand how limits on resources affect production and consumption (what to produce and what to consume).
HSS-2.4 Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.
Standard:
Understand how limits on resources affect production and consumption (what to produce and what to consume).
Standard Identifier: HSS-2.5
Grade:
2
Course:
People Who Make a Difference, Grade 2
Standard:
Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others’ lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).
Standard Identifier: HSS-3.1
Grade:
3
Course:
Continuity and Change, Grade 3
Standard:
Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Standard Identifier: HSS-3.1.1
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Standard:
Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Standard:
Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
Standard Identifier: HSS-3.1.2
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Standard:
Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
HSS-3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
Standard:
Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline).
Standard Identifier: HSS-3.2
Grade:
3
Course:
Continuity and Change, Grade 3
Standard:
Students describe the American Indian nations in their local region long ago and in the recent past.
Students describe the American Indian nations in their local region long ago and in the recent past.
Standard Identifier: HSS-3.2.1
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Describe national identities, religious beliefs, customs, and various folklore traditions.
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Describe national identities, religious beliefs, customs, and various folklore traditions.
Standard Identifier: HSS-3.2.2
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools).
Standard Identifier: HSS-3.2.3
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.
Standard Identifier: HSS-3.2.4
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Discuss the interaction of new settlers with the already established Indians of the region.
HSS-3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
Standard:
Discuss the interaction of new settlers with the already established Indians of the region.
Standard Identifier: HSS-3.3
Grade:
3
Course:
Continuity and Change, Grade 3
Standard:
Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard Identifier: HSS-3.3.1
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.
Standard Identifier: HSS-3.3.2
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.
Standard Identifier: HSS-3.3.3
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
HSS-3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
Standard:
Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
Standard Identifier: HSS-3.4
Grade:
3
Course:
Continuity and Change, Grade 3
Standard:
Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard Identifier: HSS-3.4.1
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.
Standard Identifier: HSS-3.4.2
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.
Standard Identifier: HSS-3.4.3
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).
Standard Identifier: HSS-3.4.4
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Understand the three branches of government, with an emphasis on local government.
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Understand the three branches of government, with an emphasis on local government.
Standard Identifier: HSS-3.4.5
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.
Standard Identifier: HSS-3.4.6
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
HSS-3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.
Standard:
Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).
Standard Identifier: HSS-3.5
Grade:
3
Course:
Continuity and Change, Grade 3
Standard:
Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard Identifier: HSS-3.5.1
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.
Standard Identifier: HSS-3.5.2
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
Standard Identifier: HSS-3.5.3
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.
Standard Identifier: HSS-3.5.4
Grade:
3
Course:
Continuity and Change, Grade 3
Overarching Standard:
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Discuss the relationship of students’ “work” in school and their personal human capital.
HSS-3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
Standard:
Discuss the relationship of students’ “work” in school and their personal human capital.
Standard Identifier: HSS-4.1
Grade:
4
Course:
California: A Changing State, Grade 4
Standard:
Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard Identifier: HSS-4.1.1
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.
Standard Identifier: HSS-4.1.2
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.
Standard Identifier: HSS-4.1.3
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
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.
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
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.
Standard Identifier: HSS-4.1.4
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.
Standard Identifier: HSS-4.1.5
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.
Standard:
Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.
Standard Identifier: HSS-4.2
Grade:
4
Course:
California: A Changing State, Grade 4
Standard:
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.
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.
Standard Identifier: HSS-4.2.1
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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.
HSS-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.
Standard:
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.
Standard Identifier: HSS-4.2.2
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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.
HSS-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.
Standard:
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.
Standard Identifier: HSS-4.2.3
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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).
HSS-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.
Standard:
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).
Standard Identifier: HSS-4.2.4
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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.
HSS-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.
Standard:
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.
Standard Identifier: HSS-4.2.5
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
HSS-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.
Standard:
Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
Standard Identifier: HSS-4.2.6
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.
HSS-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.
Standard:
Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.
Standard Identifier: HSS-4.2.7
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
HSS-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.
Standard:
Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
Standard Identifier: HSS-4.2.8
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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.
HSS-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.
Standard:
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.
Standard Identifier: HSS-4.3
Grade:
4
Course:
California: A Changing State, Grade 4
Standard:
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.
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.
Standard Identifier: HSS-4.3.1
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter’s Fort.
HSS-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.
Standard:
Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter’s Fort.
Standard Identifier: HSS-4.3.2
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
HSS-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.
Standard:
Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).
Standard Identifier: HSS-4.3.3
Grade:
4
Course:
California: A Changing State, Grade 4
Overarching Standard:
HSS-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.
Standard:
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).
HSS-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.
Standard:
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).
Showing 1 - 100 of 618 Standards
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881