_California History Social Science Framework and Standards Scavenger Hunt

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California State University, Dominguez Hills *

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Sociology

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Apr 3, 2024

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California History Social Science Framework and Standards Scavenger Hunt Before completing this activity, answer the following question. Reflection : When did you study California history? What do you remember about those studies? Use the link for the California History Social-Science Framework for this scavenger hunt. Read the introduction to the HSS Framework, Chapter 1, to find the answers to these questions. 1. How does the HSS framework support the preparation of California students for college, career and civic life? The way HSS framework supports California students for college, career and civic life is by providing factual information about the physical and historical formation of mainly California and the world as the basis to understand how important it is to bring about its history and have the opportunity to better understand the world and our place in it. When students are presented with real facts, one can be part of the positive change needed in our society. Knowledge helps and encourages students to be more involved in planning and work toward their financial future, be more involved in our democracy and also vote. While students realize that each of us have the power to create change, we are also learning better communication and writing skills needed to provide better education to other students. 2. Based on the shifts in instructional practices required by the Ca CCSS for ELA/Literacy and the English Language Arts/English Language Development Framework for California Public Schools, what must schools emphasize? The shifts in instructional practices required by the Ca CCSS for ELA?Literacy and the ELA/ELD Framework for California Public Schools must emphasize the collaboration among History-social science teachers and other educators from different subjects to provide a more comprehensive and accessible approach for the highest diverse population of students from public schools that exist in California so they can understand and make sense of the information provided. 3. Who is the framework written for? This framework is written for all students including those who are more than 50% of California's student population who are part of a diverse culture and live in less

privileged areas. This population includes students whose dominant language is other than English, are students of color, and face poverty. 4. Content: How does the framework and standards organize student learning of the content? The framework and standards are organized in a specific and systematic way to motivate students to learn from different perspectives and be able to understand local and worldwide concepts without having to memorize them. What can enrich the study of history? exposed to different sources of information, such as the history of not only the dominant culture, but of other cultures around the world, students can identify themselves and be motivated to learn more about their roots. 5. Inquiry: How do students engage in inquiry? Students in elementary, middle, and high school can engage in inquiry by researching and learning to identify evidence, different points of view, evidence, and learn chronological and spatial thinking. When students have the opportunity to learn throughout the years of primary and secondary schools, they are better prepared and understand concepts better because by practicing inquiry-based instruction, students have developed their critical thinking skills. 6. Literacy: How does involving history–social sciences impact literacy? The impact of literacy when involving history-social science into their curriculum is beneficial to students. Students can be better encouraged to learn to read and write with themes and concepts that are pertinent to them making it more appealing for them. They learn not only basic vocabulary, reading, and writing, but also learn higher vocabulary, increasing their reading comprehension and thus, writing skills. 7. Citizenship: How does citizenship play a role in the history-social science curriculum? Students learn important concepts about their state and what democracy is all about. Learning about real issues, such as geography, world or state history, or the government, students will be better prepared to stand up for their rights in this diverse society and the importance of having their voice and actions heard within the government, as well as claiming all other individual rights as any other citizen. 8. Based on this introduction, what can be found at the end of the framework? Eight appendixes are found at the end of this framework. From Appendix A to Appendix H which encompasses all the goals of the introduction. It also provides evidence of works cited with a bibliography, web links to primary-sources included in this framework.

Go back to the Framework’s Table of Contents. Look at Chapter 7 of the Framework, California, A Changing State , to answer the next set of questions. 9. What grade level is this chapter about? Grade 4 10. How many large subject headings are there in this chapter? Only one 11. What are the bolded questions in this chapter? Copy them. Why did different groups of immigrants decide to move to California? What ● were their experiences like when they settled in California? How were they treated when they arrived in California? When did California grow? ● Who lived in California? Who led California? and How did the region change ● when it became a state? How does the natural environment affect the type of house you build and how ● many neighbors you have? or How does the environment affect the type and quantity of food you eat? : How do natural resources, climate, and landforms affect how plants, animals, ● and people live? Why did the houses of the California Indians vary so much? ● What natural resources are necessary to sustain human life? ● Why did Europeans come to California? What was the region like when they ● arrived? What impact did this encounter have upon Native peoples, Spanish ● missionaries and military, the Spanish–Mexican settler population, and California’s natural environment? How did the lives of California Indians change during the mission period? How ● did they stay the same? How were people’s lives affected by missions? ● How did the discovery of gold change California? ● Why did people migrate? Why did some migrants face opposition and ● prejudice? Did California’s growth have to happen the way it did? What conditions ● fostered the state’s rapid expansion? : Why did people come to California? How did people shape their ● environments? How and why did the state grow? 12. What does each section start with?

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Each section starts with a heading. 13. What do the classroom examples explain or show? The three classroom images show the teachers conducting a group lesson with their students utilizing tangible resources, like the world globe and a device. Students are gathered on both sides of the teacher and they all have a smile on their faces which clearly shows their engagement in the lesson. Go back to the Framework’s Table of Contents and open Appendix C: The HSS Standards to answer the following question. 14. Compare and contrast the framework narrative and the content standards for Grade 4. How are they the same? How are they different? The framework narrative is for kindergarten through grade five students. It also has one subheading. Each section is set up differently than Grade 4 content standards. Instead of having textual information based on the bolded questions included in some of the sections, each section in the framework narrative represents a grade level starting from Kindergarten to Grade 5. The corresponding standards are listed below each grade level. These standards require inquiry-based learning to help students develop their intellectual, reasoning, reflection, and research skills with information suitable for their grade level. All of these grades are required to work on 5 standards in chronological and Spatial Thinking, 3 standards in research, evidence, and point of view; and 4 standards in Historical Interpretation. 15. Find at least three teaching resources online (videos, websites, articles, e- books, etc.) that would help you teach about these topics. SEL I Social Studies Skills: Learning for Kids: Good Citizenship I Being a Go… https://kristensullinsteaching.com/rules/ https://youtu.be/GrG7zBUDiqQ?si=VQ_n_0EDqI0S06Zm Go back to the Framework’s Table of Content. The appendix items are support materials for educators. Which appendix item interests you the most and why? -Appendix D interests me the most because it is related to problems of the contemporary world, their causes and about integration, disintegration, globalization and more. This section is very informative and is a great source of information to learn about the many challenge of our society

Now find at least three teaching resources online (videos, websites, articles, e-books, etc.) that would help you teach about these topics. For example, governmental operations of the State of California, key principles of the California Constitution, similarities and differences between the CA government and the US government. Submit links to your web resources along with a summary of each and your scavenger hunt answers to Canvas.

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