Native
AmericansHistory
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.
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.
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.
1. 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.
2. Describe their varied customs and folklore traditions.
3. Explain their varied economies and systems of government.
5.3 Students describe
the cooperation and conflict that existed among the American Indians and between
the Indian nations and the new settlers.
1. Describe the competition among the English, French, Spanish, Dutch, and
Indian nations for control of North America.
2. 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).
3. 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).
4. 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).
5. Describe the internecine Indian conflicts, including the competing claims
for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]).
6. Explain the influence and achievements of significant leaders of the time
(e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John
Ross, Sequoyah).
Language
Arts
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits the
students’ awareness of the audience and purpose. Essays contain formal
introductions, supporting evidence, and conclusions. Students progress through
the stages of the writing process as needed.
Organization and Focus
1.1 Create multiple-paragraph narrative compositions:
a. Establish and develop a situation or plot.
b. Describe the setting.
c. Present an ending.
1.2 Create multiple-paragraph expository compositions:
a. Establish a topic, important ideas, or events in sequence or chronological
order.
b. Provide details and transitional expressions that link one paragraph to
another in a
clear line of thought.
c. Offer a concluding paragraph that summarizes important ideas and details.
Research and Technology
1.3 Use organizational features of printed text (e.g., citations, end notes,
bibliographic references) to locate relevant information.
1.4 Create simple documents by using electronic media and employing organizational
features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus,
spell checks).
1.5 Use a thesaurus to identify alternative word choices and meanings.
Evaluation and Revision
1.6 Edit and revise manuscripts to improve the meaning and focus of writing
by adding, deleting, consolidating, clarifying, and rearranging words and
sentences.
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