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Grade Four History-Social Science Content Standards

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

1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.

2. Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.

3. Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

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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.

1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

2. Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.

3. Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

4. Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.

5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

6. Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.

7. Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.

8. Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.

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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.

1. Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort.

2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).

3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

4. Study the lives of women who helped build early California (e.g., Biddy Mason).

5. Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.

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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.

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.

2. Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

3. Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

4. Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).

5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.

6. Describe the development and locations of new industries since the 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.

7. Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.

8. Describe the history and development of California's public education system, including universities and community colleges.

9. Analyze the impact of twentieth-century Californians on the nation's artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).

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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.

1. Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).

2. Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.

3. Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.

4. Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.

5. Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).

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It's a slide show that teaches about some early gold rush entrepreneurs. A pro to this resource is that it could be used as a good introduced, however I think there would need to be supplemental knowledge provided with it like who John Sutter actually was and how he/his property impacted Indigenous Californian's lives.

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California - Early History to Statehood- 4.3

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This comprehensive 5 lesson powerpoint presentation will lead students to 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. It is tailored to align with Cali...

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Are your students learning about California history and the women who helped build early California (CA.4.3.4)? Students will hone in on their research and writing skills, as they become experts on the life of Biddy Mason and her significance to California history with this Biddy Mason Biography Report for Google Slides™! This can be used for distance learning or in-person.
What's included (digial & PDF printable):
-Biddy Mason biography report outline

-Biddy Mason biography report sheets with and without lines

-Blank biography report outline

-Blank biography report sheets with and without lines

-Directions are also included in the download.
Directions:
1. Share via Google Classroom™ or make copies of the PDF printable for in-person writing.

2. Have students complete the biography report outline that will detail the three-paragraph report.

3. Students then type/write their final report, using each piece of information from the outline in the designated paragraphs.

4. Students can insert a picture/image of Biddy Mason in the circle frame on the report!
Option:
A blank biography report outline and blank report sheets with and without lines are also included, if would like students to complete a report on the lives of other women who helped build early California! Share via Google Classroom™ or print a copy of the PDF for in-person writing.

ENJOY!

This resource is also part of this bundle that might suit your on-going needs!
California Establishment & Statehood BUNDLE
The following California resources might also interest you:
California Regions & Native Americans BUNDLE
which includes:
California Regions Grid (Google Slide) California Regions Poster & Report (Google Slide) California Native Americans Grid (Google Slide) California Native Americans Research (Google Jamboard) California Communities Grid & Report (Google Slide) California Exploration & Missions BUNDLE
which includes:
California Explorers Early Land & Sea Routes Timeline (Google Slide) California Exploration & Settlements Grid (Google Slide) Daily Life of the California Presidios, Missions, Ranchos, & Pueblos (Google Slide) Mexican Rule in California (Google Jamboard) California Missions Research Report (Google Slide) California Politics, Culture & Government BUNDLE
which includes:
The Industrial Powers of California Research | Pony Express | Western Union (Google Slide) Immigration & Migration to California Research Grid (Google Slide) California's Transformation: Cause and Effects Research | Great Depression | Dust Bowl | WWII (Google Slide) History of California's Public Education System Timeline (Google Jamboard) The Rise of California's Entertainment Industry in the Twentieth Century Report (Google Slide) California: Local, State, and Federal Government (Google Slide)
If you're looking to meet your YEAR LONG needs, ALL of the California resources above are included in this time saving bundle:
California Social Studies Curriculum Grade 4
You might also like:
This or That? Ice Breaker Brain Break Game California Edition Google Jamboard English Language Arts Activities Super Bundle Jamboard Ratings & Surveys Student Response Activity Templates
Thank you :)
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Let's connect!

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Biddy Mason Biography Report | Women in California History

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Are your students learning about California history and the women who helped build early California (CA.4.3.4)? Students will hone in on their research and writing skills, as they become experts on the life of Biddy Mason and her significance to California history with this Biddy Mason Biography Rep...

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https://www.ixl.com/standards/california/social-studies/grade-4

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IXL - California fourth-grade social studies standards

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IXL’s dynamic social studies practice skills offer comprehensive coverage of California fourth-grade standards. Find a skill to start practicing!