- Economic Literacy
- CA Economic Standards
- Kindergarten Standards
- Grade 1 Standards
- Grade 2 Standards
- Grade 3 Standards
- Grade 4 Standards
- Grade 5 Standards
- Grade 6 Standards
- Grade 7 Standards
- Grade 8 Standards
- Grade 10 Standards
- Grade 11 Standards
- Grade 12 Standards Overview
- Standard 12.1
- Standard 12.2
- Standard 12.3
- Standard 12.4
- Standard 12.5
- Standard 12.6
- Student Understanding
Grade 4: I live and work in the California economy
All of the previous concepts are refined, using California history as the context. Students learn the economic history of the state and begin to see their future as workers in the California economy.
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:
Section 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. Section 6. Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.
Section 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.
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:
Section 2. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, Jedediah Smith, John C. Fremont, Juan Cabrillo).
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:
Section 1. Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction. Section 2. Explain how the Gold Rush transformed the economy of California, including the type of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
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).
Section 4. Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).
Section 5. Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
Section 6. Describe the development and location 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 important trade links with the Pacific Basin.
Section 7. Trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.
Section 8. Describe the history and development of California’s public education system, including universities and community colleges.
Section 9. Analyze the impact of twentieth-century Californians on the nation’s artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).