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Physical and human geographic features that define California.

How do climate and geography vary throughout the state?

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4th Grade
California Regions

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Close read articles and text books about the various regions. Write and compare and contrast the various regions.

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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California Regions
Unit 1 TCI
How tribes are segregated based on the various resources?
How do the different features of the regions influence migration?

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Different ways to measure temperature.
Geography
Weather
Climate

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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What did it mean to become an independent United States? And what did it mean to become an American?

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What was life like for the Native Californians before other settlers arrive? How did the geography and climate affect them?

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How did geography affect the lives of North American Indians?

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How do Physical and Human Geographical Features affect how people live in California?

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How did the lives of the California Indians change during the mission period? How did they stay the same?

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Q. How were peoples' lives affected by the missions?

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Physical and human geographic features define and made California a changing state.

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The New Nation's Westward Expansion

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Constitution

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5th Grade. The Road to War

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4th Grade
California History

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4th Grade - Geography

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4th Grade - The Mission System

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4th Grade
Missions, Ranchos, and the Mexican War for Independence.

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5th Grade- Interactions

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4th grade- Why is California a changing state?

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5th Grade: Westward Expansion
*How did westward movement transform indigenous environments and communities?

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5th- Do we need the constitution?

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The Road to War, lesson 10-12

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Pre-Columbian Settlements and People

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Spanish Exploration of the New World

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18. Manifest Destiny and Settling the West (Standard 5.8)

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Unit-The Development and Significance of the U.S. Constitution.
-What is the purpose

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Evaluate photos from this time in history. Students will make inferences and develop questions to research.

How did this revolutionary war happen? What could have possibly occurred that could make the colonists want to revolt against their king and country?

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Read articles and the textbook in order to compare and contrast the vastly different lifestyles of 2 different California tribes.

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Students will write an opinion piece discussing whether or not the changes the Native Americans faced were positive or negative.

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* Read and research both sides. (Spanish and Indians in the missions). Close read.
* Write an argumentative essay about how the Indians lives were affected by  the missions,
* Write a narrative from the perspective of an Indian or a Spaniard.

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Compare and contrast movement leaders.

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-Read and research the climate and geography throughout our state.
-How does climate, natural resources, and landforms affect the way people, plant, and animals live in California?

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-Read different articles about the purpose of the constitution from different perspectives
-Opinion Writing- Do we need the constitution?
-Compare/Contrast the positive and negative components of the constitution.
-Point of view-

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*How did the expansion of the United States affect people inside and outside the country?
*Global Read Aloud: "Indian No More" (Effects of Relocation Act)

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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Revolutionary War, Declaration of Independence, Historical figures

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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economic and political control

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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History: (What were/are the historical implications?)Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Water cycle, natural resources,

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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era inventions and how they impact the movements efforts

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Taxes, percentages, fractions

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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graphing economic outcomes
tracking movement events

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address: