Teachers - California Standards

Walk Through California is specifically designed to involve students in the California Arts Standards for Theatre, English Language Arts, and History-Social Science Standards of California. Presenters lead students in activities that help them become actively involved in learning about history, as well as foster cooperation, recall, dramatic performance, and critical thinking.  Activities include assembling a large topographical map of California, role playing, movement and dramatic activities.

State of California English Language Arts Standards for Public Schools

State of California Arts Standards for Theater in Public Schools

State of California History-Social Science Content Standards for Public Schools

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 (e.g., water, landforms, vegetation, climate) 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 of towns.

4.1.5 Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

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.

4.2.1  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.

4.2.3  Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

4.2.4  Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.
4.2.5  Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

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.

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.

4.3.1 Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter’s Fort

4.3.5  Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.

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. 

4.4.7 Trace the evolution of California’s water system into a network of dams, aqueducts, and reservoirs.