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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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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.

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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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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).

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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, theGold 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, theGold Rush, and the granting of statehood. 

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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).

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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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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).

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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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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.