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4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

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4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

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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.

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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.

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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.

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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.

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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

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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

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california

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4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution

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4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution

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Activity Focusing on 4.2.4 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. & 4.2.5 5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

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Activity Focusing on 4.2.4 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. & 4.2.5 5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

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Activity: ·As a class look at the interactive google map like this one:https://www.google.com/maps/d/u/0/viewer?mid=1qHOGTBicsvPYZiduLohMetgCZaJ8Xkfe&hl=en&ll=35.586529748089504%2C-119.81700669999998&z=7 of the locations of the California missions. As a class discuss if there are anything the kids notice about their locations. Zoom in and show them what they look like. Ask them what they think they are geographically located there based upon what they discover. Later they would put together a google slide on a mission they would want to live at and why basing it on their location.