| Goals and Curriculum Strands |
Relevance of Emeryville
Shellmound Material |
| Knowledge and cultural understanding |
Perspective of 2800 years of change in the
Bay Region; appreciation of contribution of diverse cultures to our history |
| Democratic understanding and civic values |
Understanding that many factors play into
the process of change and decision making in a community |
| Attainment and social participation |
Engagement in the story of their own local
community |
| Social Science and
Historical Analysis Skills |
Relevance of Emeryville
Shellmound Material |
| Chronological and spatial thinking |
Time lines, archaeological data, historic
and modern maps and historic events all contribute to chronological
sequencing events in time and of changes of the locale through time |
| Research, evidence and point of view |
Archaeological data is provided as a
primary source of information about the past. Artifacts and historic photos provide
opportunities to understand changing points of view, and also to appreciate that
each culture must solve a similar set of problems, and the solutions may be
very different |
| Historical interpretation |
Study of a long sequence of change in a
single locale provides a context for interpretation of historical
change |
| Grade Level Content Standards |
Relevance of Emeryville
Shellmound Material |
| Grade 3 Continuity and Change |
Material provides a
2800 year perspective on a single locale |
| 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 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 2800 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 bayshore marsh environment for the 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 historic time line that sets the
shellmound in world history. Addresses 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
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. |
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. |
| Grade 4. California: A
Changing State |
Material focuses on series
of changes that have taken place on the SF Bay shore |
| 4.1 Students demonstrate an
understanding of the physical and human geographic features that
define places and regions in California. |
The Emeryville Shellmound is identified as
a geographically significant place in its natural and
cultural setting. |
| 4.1-3 Identify the state capital and
describe the various regions of California, including how
their characteristics and physical environment affect
human activity |
Students will observe the strong connection
between the bay and its shores as geographic features and
prehistoric lifeways around the Bay. |
| 4.1-4 Identify the locations of the Pacific
Ocean, rivers, valleys and mountain passes and explain their
effects upon the growth of towns |
Modern and historic maps of the Bay
Region on the web site emphasize the influence of the Ocean, the
Bay and local fresh water sources on settlement patterns
in the Bay Region since prehistoric times. |
| 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. |
Historic photos and maps show Emeryville,
as a settlement strongly influenced by the Bay, as a context for comparison
with other regions of California. |
| 4.2 Students describe the social,
political, cultural and economic life and interactions among people in
California from the pre-Columbian societies to the Spanish mission
and Mexican rancho periods. |
The prehistoric lifeways of the Emeryville
Shellmound hunter-gatherers provide early part of the spectrum
of lifeways found in California history. |
| 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 the land and use of sea resources. |
Bay Region Native Americans represent
life way of most of the native people of central California; focus is
environmental adaptations to bay and coast |
| 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. |
The development of Shellmound Park; and
subsequent industries focus locally |
| 4.4-4 Describe rapid American
immigration, internal migration, settlement, and the growth
of towns, and cities |
Growth and industrialization and
subsequent redevelopment of Emeryville are good local examples |
Grade 5 US History and
Geography: Making a New Nation |
History of the Bay Region
and its contributions to the longer history of the nation |
| 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 people east of the Mississippi River |
Bay Region Native American cultures are a
good example of the hunter gatherer lifeways that were shared throughout much
of California and throughout the US |
| 5.1-1 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 their food, clothing, tools and utensils. |
Emphasis is on adaptations of local people
to changing environment of SF Bay Region |
| Grade 6 World History and
Geography: Ancient Civilizations |
Prehistoric California is
one example of a "stone age" civilization that survived as late
as 1800 AD |
| 6.1 Students describe what is known
through archaeological studies of the early physical and
cultural development of humankind from the Paleolithic era to
the agricultural revolution |
Archaeology as a source of information;
provides understanding that all areas of world did not develop at
same rate and in same direction: native California was still
"stone age" in 1769, agriculture was not practiced by native people
of Central California |
6.1-1 Describe the hunter-gatherer
societies, including the development of tools and the use of fire
|
Emeryville Shellmound people were hunter
gatherers using similar tools and living strategies to those used in Paleolithic
cultures |
| 6.1-2 Identify the human communities that
populated the major regions of the world and describe how
humans adapted to a variety of environments. |
Human adaptation to the SF Bay
environment is central to this material. |
| 6.1-3 Discuss the climatic changes and
human modifications of the physical environment that gave rise to the
domestication of plants and animals and new sources of clothing and shelter |
Environmental changes on the bay caused
some significant shifts in food sources; native people also
may have changed habitats and altered animal population.
There have been significant environmental changes in the Bay Region due to
historic and modern activities that have required changes in life ways. |
