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.
· 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.
· Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi Junipero Serra, and Gaspar de Portola).
· Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
· 2.1 Students will identify structural patterns found in informational text.
· 2.2 Students will use appropriate strategies when reading for different purposes.
· 2.5 Students will compare and contrast information on the same topic after reading several passages or articles.
· 1.1 Students will quote or paraphrase information sources, citing them appropriately.
· 1.2 Students will use various reference materials as an aid to writing.
· 1.3 Students will select a focus, an organizational structure, and a point of view based on purpose, audience, length, and format requirements.
· 2.2 Students will make informational presentations
5.1 Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.
· Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils. Describe their varied customs and folklore traditions.
· Explain their varied economies and systems of government.
5.3 Students describe the cooperation and conflict that existed among the Indians and between the Indian nations and the new settler.
· Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.
· Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).
· Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).
· Discuss the role of broken treaties and massacres and the factors that led to the Indians' defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).
2.1 Students will understand how text features make information accessible.
2.2 Students will analyze text that is organized in sequential or chronological order.
2.3 Students will discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
1.3 Students will use organizational features of printed text to locate relevant information
1.4 Students will create documents by using electronic media and employing organizational features.
2.1 Students will deliver informative presentations about an important idea, issue, or event.
The student who is information literate accesses information efficiently and effectively.
The student who is information literate evaluates information critically and competently.
The student who is information literate uses information accurately and creatively.
The student who is an independent learner is information literate and pursues information related to personal interests.
The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.