Grade Four: California: A Changing State
Students, in this grade, study the history and development of California
from earliest times to the present. The curriculum emphasizes the role of
immigration, the development of California’s economy, agriculture and
infrastructure, its geography and the contributions of men and women of diverse
backgrounds. Students will study, in an in-depth manner, “Modern California:
Immigration, Technology and Cities“. Within this unit of study,
special attention will be given to the role of labor in industry and agriculture,
including how César E. Chávez, through nonviolent tactics,
educated the general public about the working conditions in agriculture
and led the movement to improve the lives of farm workers.
Students will also analyze how agricultural research, economic development,
business, and industry depend on strong public education for all.
Grade Four History-Social Science Standards
The following academic content standards for California will be addressed in the
development of the curriculum.
Standard 4.1 Students demonstrate an understanding of the physical
and human geographic features that define places and regions in California
4.1.3 Identify the State Capital and describe the various regions
of California, including how their characteristics and physical environments
affect human activity.
4.1.4 Identify the locations of the Pacific Ocean, rivers,
valleys, and mountain passes, and explain their effects on the growth towns.
Standard 4.2 Students describe the social, political, cultural, and
economic life and interactions among people of California from pre-Columbian
societies to the Spanish mission and Mexican rancho periods.
4.2.4 Describe the geographic basis of, and economic
factors in, the placement and function of the Spanish missions.
Understand how the mission system expanded the influence of Spain and
Catholicism throughout New Spain and Latin America.
4.2.6 Describe the role of the Franciscans in changing the
economy of California from a hunter-gatherer economy to an agricultural economy.
4.2.7 Describe the effects of the Mexican War for Independence on Alta,
California, including its effects on the territorial boundaries of North America.
4.2.8 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.
Standard 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.
4.3.5 Discuss how California became a state and how its new government
differed from those during the Spanish and Mexican periods.
Standard 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 1850's.
4.4.3 Discuss immigration and migration to California between 1850 and 1900,
including the diverse composition of those that came; the countries of origin
and their relative locations; and conflicts and accords among the diverse groups.
4.4.4 Describe the rapid American immigration, internal migration,
settlement, and growth of towns and cities.
4.4.5 Discuss the effects of the Great Depression, Dust Bowl,
and World War II on California.
4.4.6 Describe the development and locations of new industries
since the turn of the 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 the important trade links with the Pacific Basin.
Standard 4.5 Students understand the structures, functions, and powers of
the local, state, and federal governments as described in the U.S. Constitution.
4.5.2 Understand the purpose of the California Constitution,
its key principles, and its relationship to the U.S. Constitution.
4.5.4 Explain the structures and functions of state governments,
including the roles and responsibilities of their elected officials.
How the Great Depression Affected California and César E. Chávez
- The students will be able to identify some possible causes and
effects of the Great Depression and the Dust Bowl.
The students will learn about the life of a boy (César E. Chávez)
who was a migrant farm worker, during the Great Depression, and compare his life to theirs.
The students will predict how people their age act today when faced with
homelessness and poverty.
- Lesson 2
Immigration: When did your family arrive?
- The students will learn about the immigrant history of California
and discuss the manner in which immigrants were treated.
The students will discuss discrimination and racism, as well as develop an
appreciation for what various cultures have contributed to California.
The students will identify and assess the immigrant heritage
of relatives or other adults that work at the school.
The students will determine that many immigrants contributed to California's success.
- Lesson 3
César E. Chávez Used Nonviolence to Educate the Public
- The student will explain that agricultural production in California
has always depended on the farm workers that cared for and harvested the crops.
The student will identify and evaluate how César E. Chávez used nonviolence,
marches, and boycotts to educated the public on the hardships suffered
by California farm workers.
- Lesson 4
The Value of Education For California and César E. Chávez
- The students will identify how a strong public education has contributed to
the development of California.
The students will conclude they can acquire an education and they are
important to the advancement of California.
The students will select one or two possible areas that they may pursue in higher education.
The students will evaluate the life of César E. Chávez
and analyze his comments and philosophy on education.
César Chávez, Dr. Martin Luther King Jr., and Civil Rights
- The students will be able to define civil rights and compare
César E. Chávez and Dr. Martin Luther King, Jr. in their beliefs,
efforts, and accomplishments.
César E. Chávez Celebrated Cultural Diversity
- This lesson builds on the research done by the students in the Immigration Lesson
(Lesson 2). The student will define culture, national culture, and cultural diversity.
The student will identify the influx of different cultures that have contributed
to California's cultural diversity.
The student will relate the current acceptance of cultural diversity to
César E. Chávez's philosophy of acceptance, tolerance,
appreciation, and justice for all.
The student will attempt to identify elements in his own life that could
be a reflection of ethnic culture.
Grade Five: United States History and Geography: A New Nation
Students in this grade study the historical developments leading to the discovery
and colonization of North America by European countries and the ensuing interactions
between Native Americans, Europeans, and enslaved Africans.
Standard 5.8 Students trace the colonization, immigration, and settlement
patterns of the American people from 1789 to the mid-1800s, with emphasis on
the role of economic incentives, effects of the physical and political geography,
and transportation system.
5.8.5 Describe the continued migration of Mexican settlers into
Mexican territories of the West and Southwest.
Independence: The Final Decision
- Students will be able to identify the major causes leading up to the revolutionary war,
be able to identify the reasons that this struggle was inevitable, be able to engage in a
debate presenting the colonists perspective and the British perspective.
The Struggle for Freedom
- Students will be introduced to César E. Chávez and understand that he was
fighting for basic rights as guaranteed by the Constitution, draw comparisons
between the colonists’ struggle and the struggle of the farm worker,
and understand the plight of the farm worker and why a revolution by the group
- Lesson 3
The United States Grows Larger
- Students will identify the reasons that people moved west.
Students will identify the causes of the Mexican War in a cause and effect format.
Students will identify the how the United States won control of Texas,
California, Oregon, and the Southwest.
- Lesson 4
César E. Chávez Makes it to California
- Students will identify the reasons that the Chávez family moved west
and will identify the causes the led the Chávez family to lose their land.
Students will describe the hardships faced by the Chávez family and many
others who moved west.
- Lesson 5
Exercising One's Rights as a Citizen
- Students will identify the reasons why people moved west.
Students will identify the causes of the Mexican War in a cause and effect format.
Students will identify the manner in which the United States won control of Texas,
Oregon, and the southwest.
Grade Six: World History and Geography: Ancient Civilization
Students studying the life, work, and philosophy of César E. Chávez in
grade six will learn that religious ideas have always inspired and influenced the
lives and actions of men and women, as they did Chávez. They will see
how his unselfishness, compassion for others, tolerance, and nonviolence
have roots reaching back thousands of years. They will learn how his dedication
to improving the lives of others and his civic participation compares or contrasts
to the role of citizens in ancient civilizations in various parts around the world.
Grade Six: History-Social Science Framework
Students in grade six will learn about people and events that ushered in
the dawn of major western and nonwestern civilizations. For all societies,
emphasis is placed on those major contributions, achievements, and belief systems
that have endured across the centuries to the present day. Students will learn
about Buddha and his central beliefs and moral teachings: unselfishness, compassion
for the suffering of others, tolerance, and nonviolence. They will also learn
about Jainism and how it introduced the idea of ahimsa or nonviolence and see
how it continued to play a role in modern India, especially seen in Gandhi’s
idea of nonviolent civil disobedience. When studying ancient China, students
will learn about Confucius and his teaching of the dignity and authenticity of
humanity. While studying Rome, students will learn about the teaching of
Jesus that advocate compassion, justice, and love for others. Students will
engage in comparative analyses across time and across cultures. They will
compare, for example, the origins of major religions and ethical belief systems
that unified cultures and defined the good and right way to live. To make these
studies relevant for today, students will develop appreciation for the continuity
of human experience, the great debt we own to those who came before us and
established the foundations upon which modern civilizations rest, and the
responsibilities we owe to those who will come after us. (Pp. 74-79)
Grade six: History-Social Science Standards
Standard 6.3 Students analyze the geographic, political, economic, religious,
and social structures of the Ancient Hebrews.
6.3.2 Identify the sources of the ethical teachings and central
beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in one God,
observance of law, practice of the concepts of righteousness and justice,
and the importance of study; and describe how the ideas of the Hebrew
traditions are reflected in the moral and ethical traditions of Western civilization.
Standard 6.5 Students analyze the geographic, political, economic, religious, and
social structures of the early civilizations of India.
6.5.5 Know the life and moral teachings of Buddha and how Buddhism
spread in India, Ceylon, and Central Asia.
Standard 6.7 Students analyze the geographic, political, economic, religious,
and social structures during the development of Rome.
6.7.2 Describe the government of the Roman Republic and its
significance (e.g., written constitution and tripartite government, checks
and balances, civic duty).
6.7.6 Note the origins of Christianity in the Jewish Messianic
prophecies, the life and teachings of Jesus of Nazareth as described in the
New Testament, and the contribution of St. Paul the Apostle to the definition
and spread of Christian beliefs (e.g., belief in the Trinity, resurrection,
- Lesson 1
César E. Chávez: Education Of The Heart
- Students will read and discuss the many education of the heart quotes
of César E. Chávez and realize that the quotes may apply to the student's
life currently, as the quotes applied to César E. Chávez and his generation.
- Lesson 2
Farming as a Way of Life
- Students will gain a greater understanding of the difficulties
experienced by farm workers that led to the development of the rights
and regulations we have today.
- Lesson 3
- Students will understand the concept of migration,
how this concept is related to migration in farming today
and how the César E. Chávez family coped with migration.
Impact of Pesticides/Herbicides on Farm Workers
- Students will demonstrate an understanding of the impact of
fertilizers/pesticides on the farming industry and the people employed in
that field by completing a Web search. The students will write a brief
synopsis of their findings.
- Lesson 5
- Students will understand the concept of surplus and its relationship to
- Lesson 6
César E. Chávez: Nonviolence
- Students will learn how César E. Chávez was able to use
the tactic of nonviolence in his struggle to achieve respect and dignity
for farm workers.
- Lesson 7
Service for Citizenship
- Having practiced citizenship skills,
students will see the value of service to their community.