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Running head: CALIFORNIA STATE HISTORY 1

California State History –

Virtual & Field Experiences for Online K-8 Students

EDU740 – Curriculum Design

CALIFORNIA STATE HISTORY 2

California State History –

Virtual & Field Experiences for Online K-8 Students

Preface While conducting an Action Research project with local middle school students last year,

I happened upon a realization that many students think History is “boring” (Gruber, 2012). I had

just completed a study on increasing student engagement in the English Language Arts (ELA)

curriculum through the integration of digital storytelling, when I began conducting exit

interviews. I asked students about engagement levels, how they would use the practice in the

future and so forth. Surprisingly, a large amount of students voluntarily offered the opinion that

they wished I had conducted the research in their History class, instead of ELA. Upon further

investigation, I found several studies verifying the student perspective that History is boring and

not relevant to life. (Meliza, 2010) (Lesh, 2011). “History is plain old boring” (Gruber, 2012).

Now working in a virtual environment for K-8 students, the student perception has not

improved much. Taking the existing K12 Online Curriculum for State History, I have designed a

corresponding course that integrates a field experience for each unit. Students can attend all or

some of the field experiences to increase engagement. Assessment projects from the trips will be

posted on a secured classroom blog to share with those that were not able to attend.

Additionally, a virtual field trip option has been provided for each experience. Although not a

substitute for the physical trip, the virtual field trips (VFT) provide simulated experiences and

interaction with educational staff (Stoddard, 2009). Both the physical and virtual field

experiences will increase engagement in the core curriculum and facilitate knowledge transfer to

real world situations (Nadelson & Jordan, 2012). Long-term retention of information, especially

cultural content, is also a benefit (Farmer, Knapp & Benton, 2007).


Although studies abound that recommend experiential activities to increase engagement

and concept retention, careful design and organization of the curriculum is required to meet state

standards and obtain the desired outcomes. Studies show field trips increase student engagement

and learning, if done correctly (Tuffy, 2011). Researchers suggest that to effectively integrate

field trip experiences into the curriculum, four main elements need to occur: Preplanning,

Interaction, Task-based Activities and Review (Tuffy, 2011).

Pre-planning includes visiting the site, meeting with staff, and creating a lesson plan that

integrates the core objectives. Structured engagement at the site is most beneficial and can only

be brought about with pre-organization of the trip (Kisiel, 2006). Interaction with the physical

location, objects, and documents provides primary source interactions recommended by

educational experts (Olcott, 1987). Along with journaling observations at the sight and task

based assessments, the curriculum is designed around previous study findings of effectiveness

(Tuffy, 201)(Kisiel, 2006)(Heath, 1996).

Commitment, organization and personal motivation are the keys to success at California

Virtual Academy@ Sutter (CAVA). However, within the first year at CAVA, 65% of students

leave the school, compared to the statewide average rate of only 6% (CDOE, 2012). CAVA

students are in need of engagement in an online, virtual educational environment. This field

experience adaptation to our pre-approved State History program will provide the physical

interaction with students and increase engagement with the required standardized material.


Part One

Goals

California Department of Education has outlined a complete history scope for the

teaching of California’s students. California achievements are highlighted and connections are

made to the rest of the United States. In this manner, the contributions of California are taught in

California’s schools.

Teachers at CAVA, have a unique responsibility to integrate the prescribed nationwide

K12 curriculum while completing the California State Standards. Although the K12 curriculum

is aligned with the individual state’s department of education standards, the actually state history

could use improvement in the area of student engagement. Many of CAVA’s student population

are entertainment, military and alternative lifestyle generated. Many are experiencing California

for the first time.

Virtual Teachers instruct via Internet-based resources and synchronous classroom

avenues. However, teachers are required to engage students in a “physical” outing once per

month. The field trips must take place in the “local” area, are open to all CAVA students

statewide, and are chaperoned by parents (learning coaches) and the credentialed teacher. The

goal of this course is to integrate the nationwide prescribed curriculum and the California State

Standards while engaging the students in a series of both virtual and physical field experiences

that highlight the California contributions to our nation

Timeline

CAVA students are assigned grade level learning objectives in the History and Social

Studies areas. California State History is usually assigned at the 4th Grade Level, but can be

included upon a student’s enrollment in the CAVA Program at a later grade level. The State


History is an additional curriculum branch consisting of ten specific lessons. The goal of this

project is to organize the monthly outings to incorporate the learning objectives of each month.

Assessment Components

Upon completion of the online portion of the course, students will be assessed on core

concepts on a basic online answer assessment that aligns with the course objectives. The field

experience portion of the lessons, will be assessed by how well the students integrated the

objectives into their Field Experience Projects.

Evaluation

Students will be provided a pre and post questionnaire through Goggle Docs to assess

student engagement in the core content of California History. The questions and answer options

will be the same in order to measure any change in the pre and post trip data. Goggle Docs

provides an easy transition from data entry to graphic forms of data presentation.

Additionally, course participants will respond online following each trip either virtual or

physical to dictate their perspective about the experience. Following semester one and two,

students will be interviewed to discuss the semester/year long project. Both the teacher and an

outside source will determine change in the interview data by examining the interviews and

participant reports to determine key words and responses.


Objectives

Lesson 1: Oh, the State You're In!Identify the state symbols of California.Locate at least one fact about the geography, people, climate, economy, and government of California.Field Experience Objective:

Analyze the unique qualities of California.

Lesson 2: A State Is Born!Name and describe at least one tribe of Native Americans that settled in California.Identify at least one explorer or discoverer of California.Plot five major events in California's history on the State Time Line.Field Experience Objective:

How are these peoples and events represented today in California?

Lesson 3: Nature's RichesLabel physical features on a map of California.Label natural resources on a map of California.Field Experience Objective:

Determine how the water project in Northern California influences Southern California.

Lesson 4: Your State's EconomyIdentify at least two economic sectors in California.Name one tourist attraction that contributes to the tourism sector of California's economy.Name one natural resource that is important to California's economy.Field Experience Objective:

Students will be able to determine relationships among the state’s resources.

Lesson 5: Faces Across the StateName three groups of people in California.Discuss California's arts and entertainment industry.Field Experience Objective:

Discuss the contributions of groups of people in California.

Lesson 6: State History Show You KnowDemonstrate knowledge and skills learned in the State History Unit.Field Experience Objective:

Discuss how the discovery of gold changed California.


Lesson 7: Branches of the GovernmentIdentify the three branches of government and describe their functions.Field Experience Objective:

Students will be able to investigate the relationship between the branches of government.Students will be able to compare and contrast California’s government with the national government?

Lesson 8: A Favorite CityIdentify and locate the major cities and towns in California.Field Experience Objective:

Students will be able to compare major cities to geographical features of California.

Lesson 9: Wonder of WondersUse America the Beautiful to find important information on at least two spotlights in California.Field Experience Objective:

Students will be able to discuss the impact of California agriculture on the rest of the world.

Lesson 10: ProfilesName and identify the accomplishments of at least two famous people who lived or worked in California.Field Experience Objective:

Students will be able to discuss prominent Californians and determine traits that make people leaders.

[INSERT CURRICULUM MAP HERE]


Scope & Sequence – Fall Semester

Month Objective Location Participants

September State Symbols & Overview California Museum

TeacherStudentsLearning Coaches

September State Symbols & Overview Virtual – California Museum Student

October Agricultural Resources

Bishop's Pumpkin Farm1415 Pumpkin LaneWheatland, California 95692


October Agricultural Resources Virtual – 4 H Virtual Farm Student

NovemberGeography - Natural Resources

Lake Oroville’s Visitor’s Center – Water Resources


NovemberGeography - Natural Resources

Virtual- Lake Oroville Student

DecemberEconomy - Migratory Waterfowl

Gray Lodge – CA Department of Fish & Game – Pacific Flyway


DecemberEconomy - Migratory Waterfowl

Virtual – Birdday.org Virtual Field Trips

Student


Scope & Sequence – Spring Semester

January Culture Chinese Temple – Chinese New Year Party


January Culture Virtual – Chinese Historical Society Student

February State History Highlight - Gold Sutter’s Fort


February State History Highlight - Gold

Virtual – Sutter’s Fort Student

March Government CA State Capital TourTeacherStudentsLearning Coaches

March Government Virtual – CA State Capital Tour Student

April Major City Old Sacramento – Walking Tour


April Major City Virtual- Gold Rush Student

May Spotlight Lundberg Family Farms – Richvale, CA


May Spotlight Virtual – CalRice.org Student

June ProfilesBidwell Mansion SHP 525 The Esplanade Chico, CA 95926


June Profiles Virtual – CA Trail Student


Physical Trips & Virtual Options

Lesson 1: Oh, the State You're In!California Museum – School Tours 1020 O StreetSacramento, CA 95814(916) 654-1729

Students: $3.00 eachChaperones: $3.00 each (1 adult for every 10 students is required)

Virtual Option – California Museumhttp://www.californiamuseum.org/past-exhibits

Lesson 2: A State Is Born!Bishop's Pumpkin Farm1415 Pumpkin LaneWheatland, California 95692 530-633-2568

Virtual Option – 4H Virtual Farmhttp://www.sites.ext.vt.edu/virtualfarm/main.html

Lesson 3: Nature's RichesDepartment of Water Resources – Lake Oroville – Lake Oroville Visitors Center 917 Kelly Ridge RoadOroville, CA 95965(530) 538-2219

Free admission

Virtual Option - http://www.water.ca.gov/recreation/locations/oroville/orovillevisitor.cfm

Lesson 4: Your State's EconomyGray Lodge Wildlife Refuge- Department of Fish and Game3207 Rutherford Rd.Gridley, CA 95948(530) 846-7505

Virtual Option - http://www.birdday.org/education/virtual-field-trips

http://www.birdday.org/education/virtual-field-trips

http://www.water.ca.gov/recreation/locations/oroville/orovillevisitor.cfm

http://www.sites.ext.vt.edu/virtualfarm/main.html

http://www.californiamuseum.org/past-exhibits


Lesson 5: Faces Across the StateChinese Temple 1500 Broderick Street Oroville, CA (530) 538-2496

$3 Adults ($2.50/each for AAA members or groups of 15 or more)Children Under 12 Free

Virtual Option - http://www.chssc.org/history/histtimeline.html

Lesson 6: State History Show You KnowSutter’s FortState Historic Park2701 L StreetSacramento, CA 95816Toll Free (866) 240-4655

Adults $5Youth $3 (ages 6 to 17)Children 5 and under are free

Virtual Field Trip - Sutter’s Fort -http://score.rims.k12.ca.us/activity/suttersfort/pages/contents.html

Lesson 7: Branches of the GovernmentCalifornia State Capitol Museum10th and L StreetsState Capitol, Room B-27Sacramento, CA 95814(916) 324-0333

Virtual Trip - http://www.capitolmuseum.ca.gov/VirtualTour.aspx?content1=1370&Content2=1368&Content3=2751

Lesson 8: A Favorite CityOld Sacramento101 I Street Sacramento, CA 95814Phone: (916) 808-7059

Virtual Option - http://www.museumca.org/goldrush/fever.html

http://www.museumca.org/goldrush/fever.html

http://www.capitolmuseum.ca.gov/VirtualTour.aspx?content1=1370&Content2=1368&Content3=2751

http://www.capitolmuseum.ca.gov/VirtualTour.aspx?content1=1370&Content2=1368&Content3=2751

http://score.rims.k12.ca.us/activity/suttersfort/pages/contents.html

http://www.chssc.org/history/histtimeline.html


Lesson 9: Wonder of WondersLundberg Family Farms5311 Midway, Richvale, CA 95974(530) 538-3500

Virtual Option http://www.calrice.org/

Lesson 10: ProfilesBidwell Mansion SHP - School Programs 525 The Esplanade Chico, CA 95926 (530) 895-6144.

Virtual – California Trail - http://emigranttrailswest.org/virtual-tour/california-trail/

http://emigranttrailswest.org/virtual-tour/california-trail/

http://www.calrice.org/


Part Two Instructional Materials and Assessment

Lesson Plans

Teacher Guide

Lesson 1: Oh, the State You’re In!

America the Beautiful at Grolier Online has information about all 50 states. This introductory lesson offers an overview of California in anticipation of more in-depth study in the lessons ahead. Begin this unit by designating a State History Notebook in which your student can record everything he learns about his state. Encourage him to learn as many “fast facts” as possible about California, while also examining the other features of the website. Feel free to explore other states your student is interested in or that have some personal meaning for him—for example, a state where relatives live, or one that was a previous residence.

Lesson Objectives• Identify selected state symbols of California.

• Locate at least one fact about the geography, people, climate, economy, and government of California.

Time: 3 Days1 Day=Virtual (40 minutes)1 Day=Field Experience1 Day=Assessment Activity

California State History Standard:4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

Learner MaterialsState History NotebookStudent Guide

ResourcesBen’s Guide to U.S. Government for Kids htt p :// b en s g ui d e.g p o. g o v / k - 2/ s y m bol s / i nde x .ht m l

Virtual School

Have your student:


• Click Help on the navigation menu.• Click Grolier’s Encyclopedia (this link can also be found on your home page under Quick

Links).• Once on the website, roll the mouse over America the Beautiful, and then click

Enter.• Click California on the map.• Click Introduction (under Contents at the left side of the screen).

• Read the introduction to California, then answer the following questions and write the answers in his State History Notebook:

1. In what year did the United States claim California? – 18462. In what year did the California become a state? - 18503. Where was gold first discovered in California? – Sutter’s Mill4. In what city is the Golden Gate Bridge? – San Francisco What is Southern California’s largest city? – Los Angeles

Fast Facts

There is so much to know about California! America the Beautiful puts this information at your student’s fingertips. Have your student:

• Click Help on the navigation menu.• Click Grolier’s Encyclopedia (this link can also be found on your home page under Quick

Links).• Click OK.

• Once on the website, roll the mouse over America the Beautiful, and then click Enter.

• Click California on the map.• Click Fast Facts (under Contents at the left side of the screen).

• Find the topics for the following facts as fast as he can. (Examples of other topics in Fast Facts: For the fact “The Golden State,” the topic is “State nickname.” Under the category “Symbols,” the topic for “California redwood” is “State tree.”)

1. “I Love You, California”2. Geography: Sacramento River3. People: 27.3%4. Climate: 22 inches5. Economy: petroleum, natural gas6. Government: 587. Symbols: saber-toothed cat


As your student looks for the topics, ask him to choose from each category a second fact he finds surprising. Have him write each fact, along with its category and topic, in his State History Notebook on a page labeled Surprising Stuff About California. After he finds all the missing topics in the list, check his answers.

Answers:1. State song2. Longest river3. Percentage of people under age 184. Average annual rainfall5. Major minerals6. Number of counties7. State fossil

Optional: Beyond the Lesson

State symbols are important to the people who live in each state. National symbols are important, too. Use Ben’s Guide to U.S. Government for Kids (htt p :// b en s g u ide . gp o .g o v / k 2/ s y m bol s / i nde x . h t m l ) to help your student discover, recall, and review the key symbols of the United States of America. Have him share what he learns with someone else.

Assessment: Online Assessment

Teacher Guide – Field Experience Option

Lesson 1: Oh, the State You’re In!

While visiting the California Museum, students will search for the following information about California. Students will write the answers in their State History Notebook.

Lesson Objectives• Identify selected state symbols of California.

• Locate at least one fact about the geography, people, climate, economy, and government of California.

• Analyze the unique qualities of California.

Time: 3 Days1 Day=Virtual (40 minutes)1 Day=Field Experience


1 Day=Assessment Activity


Learner MaterialsState History NotebookObservation Questions

Resources

California Museum – School Tours 1020 O StreetSacramento, CA 95814(916) 654-1729

Students: $3.00 eachChaperones: $3.00 each (1 adult for every 10 students is required)

Virtual Option – California Museumhttp://www.californiamuseum.org/past-exhibits

During the Field Experience

While visiting the California Museum, students will search for the following information about California. Students will write the answers in their State History Notebook.

What is your favorite California Hall of Fame inductee and why do you like them?

What word will you remember most from the Constitution Wall? What is another form of “gold” or opportunity in California after the actual gold

rush? What is a name for our state flag? What are the three branches of our state government? Name a governor of California (other than our current one) who made a lot of

contributions to our state. What was one story of an immigrant’s journey that you remember most from the

bus? Using the museum’s stamping station, stamp the History notebook with the state

symbols of California. The California Constitution was written in what two languages? What were some things that Japanese Americans were not allowed to take with

them to the relocation camps? How would this make you feel if you couldn’t take some of your belongings?

http://www.californiamuseum.org/past-exhibits


Following the Field Experience

• Students can review the notebook with their Learning Coach.• Student will create a poem, song, or artistic piece that explains one aspect of California’s

uniqueness. • After Learning Coach evaluation, the artistic work will be submitted for posting on our

Classroom Blog.• Students will be required to respond to at least two other student’s artwork.

The classroom web site is a pre-existing tool used in our classroom. All artwork, submissions, and posts are filtered through the teacher for final approval or revision. If your classroom does not already have a classroom blog, I suggest providing a different way to share, display, and respond to each other’s work.

Assessment: Student will be assessed on the State History Notebook and submitted artistic piece.


Teacher Guide

Lesson 2: A State Is Born!

Use the America the Beautiful website to introduce your student to the stages in California’s settlement, as well as the conflicts and agreements that played a role in its growth and development.

Objectives• Name at least one tribe of Native Americans that settled in California.• Identify at least one explorer or discoverer of California.• Plot five major events in California’s history on the State Time Line.• How are these peoples and events represented today in California?


California State History 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.

Learner MaterialsState History NotebookStudent Guide State Time Line

Virtual School

Have your student:

• Click Help on the navigation menu.• Click Grolier’s Encyclopedia.


• Click California on the map.• Click History (under Contents at the left side of the screen).• Explore the first three subtopics (The First Californians, Independence from Mexico, and

Gold!).• Answer the following questions and write the answers in his State History Notebook:

1. Who were the first people to settle in the state? - 2. Who was the first European explorer to come to California?3. What was the Treaty of Guadalupe Hidalgo?4. What did people call those who traveled to California in search of


gold during the Gold Rush?5. What year did the Gold Rush officially start?

Answers:1. Hupa, Maidu, Quechan, Ohlone, Pomo, Cahuilla, and Paiute2. Juan Rodriguez Cabrillo3. A treaty signed after the Mexican-American War that handed control of

California over to the United States4. Forty-Niners5. 1848

Historical Time Line

So much has happened in California. Have your student plot a time line to show some of the major historical events. Encourage him to discover how the dates of these events relate to important dates in American history. Students will:

Review the History section for California on America the Beautiful.• Print the State Time Line activity sheet.• Choose five important events in California history.• Plot these events on the State Time Line.

• To see how these events relate to dates in American history, check out the Timeline (below the table of Contents at the left side of the screen).



Lesson 2: A State Is Born!

While visiting the Bishop’s Pumpkin Farm, students will search for the following information about California. Students will write the answers in their State History Notebook.

Objectives• Name at least 4 agricultural products in California.• Students will discuss how California’s history affected the area in which you live.


California State History 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.



ResourcesBishop's Pumpkin Farm1415 Pumpkin LaneWheatland, California 95692 530-633-2568

Virtual Option – 4H Virtual Farmhttp://www.sites.ext.vt.edu/virtualfarm/main.html


While visiting Bishop’s Pumpkin Farm have student’s journal their observations of the trip:

• Name at least five animals found on the farm.• Name at least five agricultural product’s found at the farm.• List three historical facts about Bishop’s Pumpkin Farm.• Name a historic means of transportation used on the farm.


• Students can review the notebook with their Learning Coach.• Student will place three important agricultural events on their state timeline.

• Contact your local Chamber of Commerce or Travel and Tourism Office and investigate places of interest in your city or town.

• Students will create an advertisement for one place of interest in their own city, including one picture.

• After Learning Coach evaluation, the advertisement will be submitted for posting on our Classroom Blog.

• Students will be required to respond to at least two other student’s advertisements.


Assessment: Student will be assessed on the State History Notebook and submitted advertisement.

http://www.sites.ext.vt.edu/virtualfarm/main.html


Teacher Guide

Lesson 3: Nature’s Riches

Use the topographical and natural resources maps on the America the Beautiful website to examine the physical features and natural resources of California.

Objectives• Label physical features on a map of California.• Label natural resources on a map of California.


California State History 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 1850s.

Learner MaterialsState History NotebookStudent GuideBlank Map

Advance Preparation: You will need a blank outline map for the Map It Out!. Follow these instructions to find the map of your state.



• Click California.• Click Teacher Resources (below the table of contents at the left side of the screen).• Click Projects and Activities for Specific States.• Click your state name.• Go to the bottom of the screen and print an outline map of California.

Virtual School

Have your student:

• Click Help on the navigation menu.


• Click Grolier’s Encyclopedia • Click OK.


• Click California.• Click Geography (under Contents at the left side of the page).• Explore the topics, then look at the Topographical Map of California.• Answer the following questions and write the answers in his State History Notebook:

1. How much of California’s total land area do deserts make up?2. What borders California?3. Farmers grow peaches, cotton, grapes, and almonds in California’s

Central Valley. What makes the land there so fertile?

Check answers.

1. One fourth2. Oregon, Nevada, Arizona, Mexico, and

the Pacific Ocean3. The San Joaquin River and Sacramento River run through

California’s Central Valley.

Now have him find out about the natural resources in California.

• Click Maps and Media.• Click Natural Resources of California.

• Write down some of the natural resources in California.

Answers may include, but are not limited to almonds, citrus fruit, cotton, fish, grapes, potatoes, rice, vegetables, gold, walnuts, and wheat.

Map It Out!

Now that your student knows the different features and resources of California, he can create a key and label a map of his own. Have him:

1. Gather the blank outline map of California.2. Add a key to the blank map. He should try to make his key similar to those he

just saw on the natural resources and topographical maps. His key should include symbols to represent California’s physical features and natural


resources. For example, he might include a cow to symbolize the cattle in the state or light blue for bodies of water. He should include symbols for at least three of the following items: deserts, rivers, mountains, oil, fruits, and vegetables.

3. Use the symbols in his key to label the blank map. He may wish to use colored pencils, crayons, or markers.

Check his map. You will need to refer to America the Beautiful to check your student’s map.



Lesson 3: Nature’s Riches

While visiting the Department of Water Resources & the Lake Oroville Visitor’s Center, students will identify water resources in California and make observations in their State History Notebook.

Objectives• Label physical water features on a map of California.• Label key elements of the State Water Project on a map of California.• Determine how the water project in Northern California influences Southern California.



Learner MaterialsState History NotebookObservation QuestionsStudent GuideBlank Map

ResourcesDepartment of Water Resources – Lake Oroville – Lake Oroville Visitors Center 917 Kelly Ridge RoadOroville, CA 95965


(530) 538-2219Free admission

Virtual Option - http://www.water.ca.gov/recreation/locations/oroville/orovillevisitor.cfm


Students will journal the observations while touring the Lake Oroville Visitor’s Center:

• Note the name of the video presentation.• List three important points in the video presented.• The museum is divided into three main parts, Name them.

• Name three observations about the State Water Project.• List three ways the center suggested reducing water usage.• Describe your three favorite animals spotted during the animal scavenger hunt.• Name and describe the Native American’s featured in the museum.


• Students can review the notebook with their Learning Coach. • Explain that natural resources may run out eventually if people don’t use them wisely. Have

your student write a letter to a lawmaker in your state explaining why he thinks California should pass a law to protect and conserve one of its natural resources.

• After Learning Coach evaluation, the letter will be submitted for posting on our Classroom Blog. Letters will be divided into the recipients’ own page. Once complete, an invitation will be sent to the lawmaker for viewing and responding.

• Students will be required to respond to at least two other student’s letters.


Assessment: Student will be assessed on the State History Notebook and submitted letter.

http://www.water.ca.gov/recreation/locations/oroville/orovillevisitor.cfm


Teacher Guide

Lesson 4: Your State’s Economy

Explore the economic resources and products of your state on the America the Beautiful website.

Objectives• Identify at least two economic sectors in California.• Name one tourist attraction that contributes to the tourism sector of California’s economy.• Name one natural resource that is important to California’s economy.



Learner MaterialsState History NotebookObservation QuestionsStudent Guide

Virtual School

Have your student:

• Click Help on the navigation menu.• Click Grolier’s Encyclopedia.• Click OK.


• Click California on the map.• Click Economy (under Contents on the left side of the screen).

• Read the Economy section, then answer the following questions and write the answers in his State History Notebook:

1. What are two major economic sectors in California?2. Name one or two products manufactured in California.3. Name one tourist attraction that is important to California’s

economy. 1. Answers may include but are not limited to business (computer software, motion


pictures, importing, banking, and trade), tourist, agriculture, or manufacturing.2. Answers may include but are not limited to aircraft, motor vehicles, computers

and equipment, ships, electronics.3. Answers may include but are not limited to Disneyland, Hollywood, the

Golden Gate Bridge, and beaches.

Another Look at Natural Resources

Have your student answer these questions:

California leads the nation in , , , and _. Click the Natural Resources of California map. Look at it closely, then

name two or three agricultural resources.

What mineral resources are found in California?

Answers:1. Farming, fishing, canning fish, processed food, and beverages2. Answers may include but are not limited to fruit, cotton, vegetables, wheat, citrus

and other fruits, and walnuts.3. Sand, gravel, limestone, and borax



Lesson 4: Your State’s Economy

While exploring the Gray Lodge Wildlife Refuge, students will become familiar with the Pacific Flyway. Students will become familiar with the importance of this natural resource and explore how tourism helps support it.

Objectives• Name one tourist attraction that contributes to the tourism sector of California’s economy.• Name one natural resource that is important to California’s economy.• Students will be able to determine relationships among the state’s resources.


California State History 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 1850s.


ResourcesLesson 4: Your State's EconomyGray Lodge Wildlife Refuge- Department of Fish and Game3207 Rutherford Rd.Gridley, CA 95948(530) 846-7505

Virtual Option - http://www.birdday.org/education/virtual-field-trips


Students will journal the following observations while touring the Gray Lodge Wildlife Refuge:

• Name the larger natural resource that the Gray Lodge belongs to.• How is migratory birdlife important to our local ecosystem.• Name three animals that find their home here, besides birds.

• Name three observations about the Gray Lodge Wildlife Refuge.• How is tourism used in this area.


• Students can review the notebook with their Learning Coach. • Review other animals living in the Gray Lodge.• Create a pseudo “Facebook” page for one of the animals. Include several important facts about

this animal contributes to our ecosystem or economy.• “Facebook” pages will be posted on our classroom blog.• Students will be required to respond to at least two other “Facebook” pages as the persona of

their animal.


Assessment: Student will be assessed State History Notebook and “Facebook” page.

http://www.birdday.org/education/virtual-field-trips


Teacher Guide

Lesson 5: Faces Across the State

Use the America the Beautiful website to introduce your student to the people, population density, and arts and entertainment in California.

Objectives• Name three groups of people in California.• Discuss California’s arts and entertainment industry.


California State History Standard:4.14 – Section 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).

Learner MaterialsState History NotebookStudent GuideNewspaper articles, pictures, Magazine photos poster boardGlue, children’s whiteScissors, round-end safety

Virtual School

Have your student:



• Click California on the map.• Click Culture (under Contents at the left side of the screen).• Read the Culture section, then answer the following questions and write the

answers in his State History Notebook:

1. About how many people living in California today are of Asian descent?2. Describe California’s population diversity.


3. What group represents nearly 38 percent of California's population?

Answers:1. One out of every ten people.2. No single race in California has a majority. Just about every person living in

California belongs to one minority or another.3. Hispanic or Latino.

Discuss

Discuss the following with your student:

1. Name some places in California where you might go to view outdoor art.Answers may include but are not limited to Stanford’s Rodin Sculpture Garden, the courtyard pool at the J. Paul Getty Museum, the California Scenario, the Watts Towers, or the Tujunga Wash Mural.

2.Who was Jack London?Jack London was a gold miner and sailor from California who wrote stories about his experiences.

3.What was Walt Disney’s first full-length animated film?Snow White and the Seven Dwarfs

4. Name California’s three professional football teams.San Francisco Forty-Niners, the Oakland Raiders, and the San Diego Chargers

Art

Encourage your student to make a collage that represents a sport that is popular in your state. Have him:

• Gather pictures, newspaper articles, and magazine photos.• Cut out the items in a variety of shapes.

• Glue the items to the poster board.• Share his collage with others on the classroom blog.

Assessment: Online Assessment.



Lesson 5: Faces Across the State

While touring the Chinese Temple, students will become familiar with an important cultural population in California.

Objectives• Name three groups of people in California.• Discuss Chinese-American culture.• Discuss the contributions of Chinese Americans to California History.



Learner MaterialsState History NotebookObservation QuestionsStudent GuideObservation Questions

ResourcesChinese Temple 1500 Broderick Street Oroville, CA (530) 538-2496

$3 Adults ($2.50/each for AAA members or groups of 15 or more)Children Under 12 Free

Virtual Option - http://www.chssc.org/history/histtimeline.html


Students will journal the following observations while touring the Chinese Temple:

• What religion is heavily represented in the temple.• Who provided the funding to build the temple?• Name three traditional Chinese plants found in the temple garden.

• Describe your favorite observation on the trip.

http://www.chssc.org/history/histtimeline.html



• Students can review the notebook with their Learning Coach. • Review other animals living in the Gray Lodge.• As part of the Chinese New Year tradition – Chinese welcome the coming of the new animal

represented on the Chinese Zodiac calendar. Have students identify their animal on the calendar.• Have students review the traditions and rituals discovered at the temple. Students will create a

short introduction to their favorite or most fascinating tradition.• Students will submit their introductions to be used on a classroom blog site featuring our trip to

the Chinese Temple.


Assessment: Student will be assessed on the State History Notebook and submitted introductory piece.

References –

California State Department of Education (CDOE). (2012) History Social Studies content

standards. Retrieved from http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

California Department of Education (CDOE) (May, 2012). 2011-2012 Academic performance

index reports. Retrieved from http://www.cde.ca.gov/ta/ac/sa/

Farmer, J., Knapp, D., & Benton, G. M. (2007). The effects of primary sources and field trip

experience on the knowledge retention of multicultural content. Multicultural

Education, 14(3), 27-31.

Gruber, Cherylee (2012). Action research project 2011 – Cycle two data. Accessed April 14,

2013 from http://cheryleegruber.wordpress.com/cycle-2-data/

Heath, I. A. (1996). The Teacher's Field Journal: Traveling To "Remember" History.


K12 Curriculum – State History, Teacher’s Guide. (2013).

Kisiel, J. (2006). Examination of fieldtrip strategies and their implementation within a natural

history museum. Science Education, 90 (3), 434-452. doi:10.1002/sce.2011 7

Lesh, B. (2011). "Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in

Grades 7-12. Stenhouse Publishers.

Meliza, E. (2010). Holocaust education and the student perspective: toward a grounded theory of

student engagement in social studies education. ProQuest LLC,

Nadelson, L. S., & Jordan, J. (2012). Student attitudes toward and recall of outside day: An

environmental science field trip. Journal Of Educational Research, 105 (3), 220-231.

Olcott, M. S. (1987). A field trip to Gettysburg: A model experience. History Teacher, 20 (4),

487-96.

Stoddard, J. (2009). Toward a virtual field trip model for the social studies. Contemporary Issues

In Technology & Teacher Education, 9(4), 412-438.

Tuffy, J. (2011). the learning trip: using the museum field trip experience as a teaching resource

to enhance curriculum and student engagement. Online Submission.

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