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- California Curriculum Standards
- Grade 3: Continuity & Change
Grade 3: Continuity & Change
The material provides a 2,800 year perspective on a single locale.
||Relevance of Emeryville Shellmound Material
|3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context.
||Maps of the Bay Region, of the Emeryville Shellmound, and Shellmound Park show series of changes that have happened at this location in the physical and cultural environment.
|3.1-1 Identify geographical features in their local region
||Text and maps describe natural and cultural features of the Bay Region
|3.1-2 Trace the ways in which people have used the resources of the local region and modified the physical environment.
||Describes use of resources and local physical environment by occupants of Emeryville Shellmound over a 2,800-year period
|3.2 Students describe the American Indian nations in their local region long ago and in the recent past.
||Treats archaeological data relevant to prehistoric lifeways of the Ohlones and their ancestors who lived at the Emeryville site
|3.2-2 Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g. how they obtained food, clothing and tools).
||Describes prehistoric cultural adaptations to the bay shore marsh environment for food resources, tools and other elements of material culture described for the Emeryville Shellmound.
|3.3 Students draw from historical and community resources to organize the sequence of local historical events, and describe how each period of settlement left its mark on the land.
||Provides a historic timeline that sets the shellmound in world history. Addresses a series of major local changes in land use at the site.
|3.3-3. Trace why the community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
||Provides discussion of archaeological evidence, as well as historic maps, letters and photographs, and describes the "players" and events in the sequence of change at Emeryville.
|3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
||Addresses historic sequence of changes in the local economy
|3.5-1 Describe the ways in which local producers have used and are using natural resources, human resources, and capital resources to produce goods and services in the past and the present.
||The Emeryville Shellmound represents a hunter-gatherer economy strongly focused on local resources augmented by trade for "luxury" goods. Later the site was used as an amusement park, then for industry, and finally as a focus for redevelopment.
|3.5-2 Understand that some goods are made locally, some elsewhere in the United States, and some abroad.
||The shellmound archaeological collection includes examples both of prehistoric and historic trade.