OMCA School Programs Guide by Nikki Armstrong

SCHOOL PROGRAMS GUIDE 2015–2016

TABLE OF CONTENTS

Tours Galleries of California Art,

Special Exhibitions

History, and Natural Sciences, Days of the Dead

8 IMAGES: Cover, Shaun Roberts; This page: Terry Lorant Photography

Programs ASH! California Indian Lifeways Profile Pictures: Exploring Identity through Portraits Black History Month Performace Those Fabulous ‘49ers Under The Sea

Teacher Resources

18 Curricula for Sale

19 Your Visit to the Museum

12 Self-Guided Visits

SCHOOL PROGRAMS GUIDE 2015–2016

CORE GALLERIES

IMAGE: Terry Lorant Photography

At the Oakland Museum of California (OMCA), explore art, history, and natural science under one roof, in groundbreaking exhibits that tell the many stories of California and its people. In three extraordinary core galleries, learn about the natural, artistic, and social forces that affect the state and investigate your own role in both its history and its future.

GALLERY OF CALIFORNIA ART Follow the story of the Golden State’s creative evolution through the themes of California Land, California People, and California Creativity in the Gallery of California Art. View works from all disciplines—from paintings and sculpture to new media. Highlights include artworks and daguerreotypes of the California Gold Rush era as well as selected works and ephemera from Dorothea Lange’s personal archive.

GALLERY OF CALIFORNIA HISTORY

GALLERY OF CALIFORNIA NATURAL SCIENCES Visit seven real places throughout California that depict the state’s diversity of climate, geology, habitats, ecosystems, and wildlife in the Gallery of California Natural Sciences, with the theme Changing California. Explore current research, contemporary issues of land use, environmental conflict, and conservation projects through hands-on interactive exhibits, multimedia displays, and dioramas depicting the richness of life in the state.

Investigate the story of this region, beginning with its first peoples and continuing through today, in the Gallery of California History. Through the theme of Coming to California, explore the arrivals and departures of people throughout time and their interactions with those already here, as well as the influence of California on our individual and collective identities.

SCHOOL PROGRAMS GUIDE 2015–2016

TOURS: GALLERY OF CALIFORNIA ART

CALIFORNIA ART FOR YOUNG CHILDREN GRADES K–2 Look for details and respond to paintings, sculpture, and crafts. Request an emphasis (such as animals, people, nature, or places) when completing the reservation form.

A LOOK AT CALIFORNIA ART GRADES 3–12 Explore, analyze, and interpret paintings, sculpture, and crafts. Build skills in visual perception and critical thinking through interactive activities. Request an emphasis when completing the reservation form.

THE ART OF THE GOLD RUSH AND EARLY CALIFORNIA GRADES 4–12 See California as early artists saw it. Explore and interpret photographs, paintings, and other artworks that portray people, lifestyles, environments, and changing attitudes in early California and during the Gold Rush.

IMAGES: Top: Matthew Millman; Bottom: Dino Morrow

CALIFORNIA PHOTOGRAPHY GRADES 8–12 Explore, analyze, and interpret photographs from the first known daguerreotypes to contemporary expressions, and discover how California photographers have represented the experiences of people in this state.

SCHOOL PROGRAMS GUIDE 2015–2016

TOURS: GALLERY OF CALIFORNIA HISTORY

CALIFORNIA FAMILIES GRADES 2–3 Investigate the diverse ways people in California live, work, celebrate, raise their children, and learn from their elders.

TRANSPORTATION IN CALIFORNIA GRADES 2–12 Trace the development of the western railroad, car culture, naval ports, and airways.

GALLERY AT A GLANCE GRADES 4–12 Travel across the span of the History Gallery while exploring five displays that will introduce students to the breadth of California History.

COMING TO CALIFORNIA GRADES 4–12 Explore the immigration and migration experiences of the many different people who have contributed to California.

HISTORY OF EARLY CALIFORNIA GRADES 4–5 Experience and explore the story of early California from before the arrival of European explorers through the Gold Rush.

CALIFORNIA INDIANS GRADES 4–5 Discover the artifacts, cultures, and traditions of California’s First Peoples.

CALIFORNIA MISSIONS AND RANCHOS IMAGES: Top: Daniel Kokin; Bottom: Terry Lorant Photography

GRADES 4–5 Explore the objects, images, and legacy of Spanish exploration and settlement of California.

GOLD RUSH GRADES 4–5 Examine the artifacts, stories, and historical impact of the world’s quest for California’s glittering wealth.

SCHOOL PROGRAMS GUIDE 2015–2016

TOURS: GALLERY OF CALIFORNIA NATURAL SCIENCES

IMAGE: Matthew Millman

CHANGING CALIFORNIA GRADES 3–6 Explore how California’s natural environment has changed over the last 200 years and consider what future challenges it faces.

PLANT AND ANIMAL HOMES GRADES K–6 Look into treetops, burrows, caves, and underwater realms to discover unique animal and plant homes.

FOR ART, HISTORY, AND NATURAL SCIENCES GALLERY TOURS: Wednesday, Thursday, and Friday* 9:45 am, 11 am, and 12 pm (Tours are 45 minutes long unless otherwise noted) $30/ Oakland class $75 / non-Oakland class (up to 20 students) $100/ non-Oakland class (21–34 students)

WHAT’S FOR DINNER? GRADES K–6 Learn about feeding strategies, food chains and predator/prey interactions

BEES: TINY INSECT, BIG IMPACT GRADES K–6 Learn about bees’ essential contributions to our economy and ecosystems. See Special Exhibitions for more information.

Classes will be divided into small groups. Each tour will be slightly different.  Note: If your students have been assigned a worksheet, please wait until after your tour is finished to have them complete it. Please provide your students with writing surfaces and pencils (pens are not allowed in the Galleries). * Please note that Gallery tour dates are limited during some periods of the year.

SCHOOL PROGRAMS GUIDE 2015–2016

TOURS: DAYS OF THE DEAD

DAYS OF THE DEAD TOURS GRADES K–12 Celebrate California’s cultural roots as you take a tour of the diverse traditions, stories, and icons of Días de los Muertos. Discover how artists of many backgrounds connect to this holiday, sharing their own traditions of celebrating lost loved ones. Advance reservations are required for this 45-minute guided tour. See Special Exhibitions for more information. To make a reservation, click here.

October 14–December 11

9:30 am, 10:30 am, and 11:30 am 12:30 pm, and 1:30 pm

IMAGES: Top: Odell Hussey Photography; Bottom: Shaun Roberts

Wednesday, Thursday, and Friday

SCHOOL PROGRAMS GUIDE 2015–2016

PROGRAMS AT THE MUSEUM

ASH! (ART, SCIENCE & HISTORY!): MAKING ART FROM THE LAND Discover how California’s natural beauty and raw materials have been a source of inspiration and artistic expression for its people in artworks that range from indigenous rock pictographs to paintings of Yosemite. Grades K–1 • 60-minute hands-on art workshop during which students make natural paint from organic materials and create an original art piece.

October 7–January 15 Wednesday, Thursday, and Friday 9:30 am–12:30 pm (includes a 30 to 60 minute break*) $170/ Oakland class $200/ non-Oakland class * Details upon confirmation

• 30-minute tour in the Gallery of California Art before or after the workshop. Grades 2–6 • 75-minute hands-on art workshop during which students make natural paint from organic materials and create an original art piece. • 45-minute tour in the Gallery of California Art before or after the workshop.

SCHOOL PROGRAMS GUIDE 2015–2016

IMAGE: Shaun Roberts

PROGRAMS AT THE MUSEUM

IMAGE: Odell Hussey Photography

CALIFORNIA INDIAN LIFEWAYS GRADES 4–5 Discover the artifacts and culture of California’s First Peoples. The program includes: • A 45-minute interactive session with an American Indian educator about California Indian cultures and traditions. • A 90-minute interdisciplinary tour that explores the Museum’s Art, History, and Natural Sciences Galleries, focusing on the California Indian experience.

October 8, 9, 15, 16, 22, 23, 29, 30 November 5, 6, 12, 13, 19 December 3, 4, 10, 11, 17 Thursday and Friday 11 am–1:45 pm (includes a 30-minute lunch break) 12 pm–2:30 pm (does not include a lunch break) $170/ Oakland class $200/ non-Oakland class

THOSE FABULOUS ‘49ERS GRADES 4–5 Explore the people, technology, and environmental impact of the California Gold Rush. The visit includes:

March 23–June 3 Wednesday, Thursday, and Friday 9:30 am–11:45 am (includes a 30-minute break)

• 45-minute tour of the Gallery of California History.

9:45 am–11:30 am (does not include a break)

• 60-minute photo mural exploration and gold panning experience in the Museum Gardens.

12 pm–2 pm (does not include a break) To make a reservation, click here.

SCHOOL PROGRAMS GUIDE 2015–2016

PROGRAMS AT THE MUSEUM

IMAGE: Shaun Roberts

PROFILE PICTURES: EXPLORING IDENTITY THROUGH PORTRAITS GRADES 2–6 Discover how artists communicate personal and cultural identity through portraits, exploring how California artists thoughtfully choose symbols, settings, and expressions to convey their message. • 75-minute hands-on art workshop during which students will explore portraiture, proportion, and communicating their own identity as they create self-portraits. • 45-minute Docent-led gallery tour will provide a special emphasis on artists’ personal stories, identity, and portraits.

BLACK HISTORY MONTH PERFORMANCE GRADES K–8 Experience interactive Black History Month performances by professional musical group SoVoSo that celebrate the dreams and accomplishments of famous African Americans. Learn about musicians and leaders, hear their stories, and discover how music is a way to communicate the shared challenges and hopes of all people—past, present, and future.

February 17, 18, 19, 24, 25, 26 Wednesday, Thursday, and Friday 10 am (for grades K–3) 11:30 am (for grades 4–8)

January 20–March 18

(No 11:30 am performances on Feb 17, 18, 24)

Wednesday, Thursday, and Friday 9:30 am–12:30 pm (includes a 30 to 60 minute break*)

To make a reservation, click here.

$170/ Oakland class $200/ non-Oakland class * Details upon confirmation SCHOOL PROGRAMS GUIDE 2015–2016

PROGRAMS AT THE MUSEUM

UNDER THE SEA: EXPLORING THE WORLD OF THE CORDELL BANK NATIONAL MARINE SANCTUARY In the Gallery of California Natural Sciences, discover how the coast of California attracts animals from all over the world in annual migrations that often extend over thousands of miles.

GRADES 4–5 • 60-minute squid dissection lab, focused on squid adaptations and role in the food web, and scientific thought processes. • 60-minute interactive tour of the Gallery of California Natural Sciences.

GRADES 2–3

March 30–June 3

• 60-minute hands-on workshop, focused on adaptation and how the ocean supports a great diversity of life and ecosystems.

Wednesday, Thursday, and Friday

• 45-minute interactive tour in the Gallery of California Natural Sciences before or after the workshop.

9:45 am–12:15 pm (includes either a 15 or 30 minute break*) $170/ Oakland class $200/ non-Oakland class * Details upon confirmation

SCHOOL PROGRAMS GUIDE 2015–2016

SELF-GUIDED VISITS

To book a self-guided visit, please submit the online reservation form. These visits are scheduled on Wednesdays through Fridays beginning at 10:30 am. The following online materials are available to help you plan your visit: ART GALLERY RESOURCE MATERIALS GRADES 3–5 Download a written guide that you and your chaperones can use to help students explore the Gallery of California Art without a Docent.

HISTORY GALLERY RESOURCE MATERIALS GRADES 4–11 Download a written guide that you and your chaperones can use to help students explore the Gallery of California History without a Docent.

Additional materials to inform your self-guided tour are available upon request. Please see the Teacher Resources page on the Museum website for more information. museumca.org/teacher-resources

Admission for reserved self-guided tours: $25/ Oakland K–12 school groups (up to 34 students)

IMAGES: Top: Matthew Millman; Bottom: Shaun Roberts

$60 / non-Oakland K–12 school groups (up to 20 students) $85/ non-Oakland K–12 school groups (up to 34 students) Drop-in admission without a reserved self-guided tour: $3 per person/Oakland K–12 school groups $4 per person/non-Oakland K–12 school groups

SCHOOL PROGRAMS GUIDE 2015–2016

SPECIAL EXHIBITIONS

YO-YOS & HALF SQUARES: CONTEMPORARY CALIFORNIA QUILTS September 12, 2015–February 21, 2016 Experience the stunning creations of five quilters from the Oakland-based Eli Leon collection. View 20 quilts that defy standard expectations, dating from the late 1980s and early 2000s. Featuring complex asymmetrical patterns, unusual materials, and an improvisational creation process, these quilts are unique artworks that expand the notions of craft through exuberant artistic expression. Presenting stories from each maker, the exhibition illuminates how these quilts came to be, and the collaborations and relationships involved in their creation. The exhibition reflects the makers’ individual interests, skills, and talents and Eli Leon’s vision and unique story as a collector with a large focus on AfricanAmerican quilters. Self-guided groups welcome.

RITUALS + REMEMBRANCE October 14, 2015–January 3, 2016 Delve into the traditions of remembrance across cultures with the 21st annual Días de los Muertos (Days of the Dead) exhibition, and explore how Mexican, Salvadoran, Filipino, Hawaiian, Japanese, Chinese, and other communities view death, memory, and healing. The exhibition includes work by artists Nancy Hom, Lilli Lanier, Yvonne Escalante, Charles Valerosa, Bryan Keith Thomas, Daniel King (aka Safety First), Paco Garcia, Melanie Cervantes, and Jesus Barraza, as well as installations created by MetWest High School, Sankofa Academy, and the Alameda County Public Health Department. The annual Community Celebration on October 25 will feature performances, hands-on family art activities, art and craft demonstrations, an artisanal mercado, festive food vendors, and other special programs. Guided tours available by reservation. To see available dates or to make a reservation, click here.

SCHOOL PROGRAMS GUIDE 2015–2016

Pieced by Mattie Pickett, Quilted by Willia Ette Graham, Texas Star, 1987 (detail), 1987

SPECIAL EXHIBITIONS

IMAGE: © Michel Renaudeau/age fotostock

UNEARTHED: FOUND + MADE

PACIFIC WORLDS

December 12, 2015–April 24, 2016

Through January 3, 2016

Explore a unique mash-up in UNEARTHED: Found + Made, which mixes work by a contemporary artist with the creative practice of amateur local clubs. Oakland-born, Los Angeles-based artist Jedediah Caesar imitates geological processes in making his sculptures, encasing found objects from the urban environment in clear or colored resin. The California Suiseki Society and the San Francisco Suiseki Kai practice a Japanese tradition of carefully collecting, appreciating, and displaying stones on carved wooden platforms. Placing Caesar’s sculpture alongside suiseki by members of these clubs highlights a similarity in process they share, and generates conversation and mutual understanding across communities and creative ways of working.

Celebrate the vibrant historic and cultural relationships, past and present, between the Pacific Islands and California, in Pacific Worlds. Examine the deep and many-layered histories of this region’s interactions with the Pacific, and explore the on-going connections between Pacific Islanders, Native Hawaiians, Filipinos, Native Californians, and American collectors and colonists. Weaving together never-before-seen objects and ephemera from the Oakland Museum of California’s collections along with contemporary California Pacific Islander artwork and community voices, this exhibition invites visitors to experience how Pacific Islanders in California today maintain cultural practices including dance and music, food, fiber arts, tattooing, surfing, and other practices.

Self-guided groups welcome.

Tours for grades 9–12 available on request.

SCHOOL PROGRAMS GUIDE 2015–2016

SPECIAL EXHIBITIONS

EXTENDED!

BEES: TINY INSECT, BIG IMPACT Through July 24, 2016 Take a look at the wildly diverse and intricate world of one of the most important creatures to human agriculture and the natural environment. In an immersive gallery environment, discover real bee specimens under a microscope, crawl through a human-sized beehive, and try on a beekeeper suit. Come explore the causes of bee population decline, learn about the significance of bees to California’s economy and ecosystems, and discover how simple but powerful actions by Californians can help bees to survive in a changing world. Tours for grades K–6 available on request.

SCHOOL PROGRAMS GUIDE 2015–2016

IMAGE: Odell Hussey Photography

TEACHER RESOURCES: TEACHER EVENTS

OMCA FALL TEACHER FEATURE FRIDAY, OCTOBER 16, 4–7 PM Explore OMCA’s Galleries of California Art, History, and Natural Sciences during this special evening featuring lively ideas and light refreshments. Learning Initiatives staff will assist you in discovering new opportunities for engaging your students in the art and culture of California. View the Pacific Worlds, Bees, and Rituals + Remembrance exhibitions. Enjoy hands-on activities and examine classroom materials you can use to prepare students for their visits. Free for teachers and chaperones. RSVP by calling 510-318-8460.

IMAGES: Odell Hussey Photography

For more details, visit museumca.org/events

SCHOOL PROGRAMS GUIDE 2015–2016

TEACHER RESOURCES: ONLINE MATERIALS

An online resource for teachers and students to learn about the experiences of diverse peoples of California by using primary source images from the Oakland Museum of California’s collections. Organized into eleven time periods spanning from before 1769 to the present, more than 300 photographs, drawings, posters, and prints tell stories from the perspectives of different ethnic groups. Historical contexts are provided to offer a framework of California’s role in relation to American history. Check out the recent addition of sixteen photographs from the Andrew J. Russell Collection on the building of the Transcontinental Railroad!

GALLERY RESOURCE MATERIALS Find out what your students will encounter in the Galleries of California Art, History, and Natural Sciences before you leave your classroom. These materials will give content information and ideas for questioning strategies to use with your students. museumca.org/teacher-resources

IMAGE: Collection of the Oakland Museum of California, Museum Purchase

PICTURE THIS: CALIFORNIA’S PERSPECTIVES ON AMERICAN HISTORY

museumca.org/picturethis

COMING SOON!

CURRICULUM: ANDREW J. RUSSELL AND THE BUILDING OF THE TRANSCONTINENTAL RAILROAD GRADES 8 AND 11 CAPTION: Andrew J. Russell, Tunnel No. 3, Weber with Engine. Weber Canyon, UT. 1869

IMAGE: Collection of the Oakland Museum of California, Museum Purchase

Uncover the history behind the building of the Transcontinental Railroad and practice visual literacy skills, using the online tool Picture This to closely examine historical photographs from the Oakland Museum of California’s Andrew J. Russell Collection. Curriculum will include: • Four document-based lessons that guide students through an inquiry process to explore themes of westward expansion • Sixteen photographs from the Andrew J. Russell Collection that probe key topics, such as Native Americans in the West, the environment, working conditions, and technological advancement Available Monday, September 8. museumca.org/teacher-resources

CAPTION: Andrew J. Russell, East and West Shaking, Hands at Laying Last Rail, 1869

SCHOOL PROGRAMS GUIDE 2015–2016

CURRICULA FOR SALE

DÍAS DE LOS MUERTOS/DAYS OF THE DEAD CLASSROOM CURRICULUM GRADES K–8 Discover the Mesoamerican celebration of Días de los Muertos. Learn how to set up a traditional altar and make pan de muerto (“bread of the dead”). Curriculum includes: • Extensive material on the historical and cultural context of Días de los Muertos. • Eight color transparencies from previous exhibitions and bilingual English/Spanish student inquiry sheets to accompany slides and transparencies • Hands-on activities with patterns and instructions

$35/ Oakland class $40/ non-Oakland class

For information on how to purchase Días de los Muertos/Days of the Dead classroom curriculum, please contact Learning Initiatives at 510-318-8463.

IMAGES: Shaun Roberts

*Please allow at least one week for processing

SCHOOL PROGRAMS GUIDE 2015–2016

YOUR VISIT TO THE MUSEUM

HOW TO MAKE A RESERVATION FOR YOUR CLASS VISIT Please read the following information and reservation procedures:

MUSEUM HOURS Wednesday through Thursday, 11 am–5 pm Friday, 11 am–9 pm Saturday and Sunday, 10 am–6 pm Closed Monday and Tuesday School groups with scheduled tours Wednesday through Friday, October through June, should enter the Museum through the 10th Street School Group Entrance. Groups who are scheduled for a Docent tour will be admitted at 9:30 am. School tours and programs are generally offered at 9:45 am, 11 am, and 12 pm, Wednesday through Friday. Please check the appropriate section of the School Programs Guide for further information about tour and program schedules.

RESERVATION INFORMATION • Choose your preferred program, date, and time from the School Programs Guide. • Visit our At-A-Glance page on the website. The At-A-Glance will direct you to the correct form or webpage to use to make a reservation. To book visits for multiple teachers or multiple days, please submit separate requests for each teacher or visit. • Note your students’ special needs on the reservation form. • Allow at least three weeks for us to process your visit request. During the fall, it may take more than 30 days to process your request. Many programs fill early in the year and reservations are processed in the order they are received.

• You will receive a confirmation letter or email from the Museum; submitting a request does not secure your reservation. • If you choose to receive confirmation via email, add groups@museumca.org to your address book and check your spam folder periodically for your confirmation. • If you have not received a confirmation letter four weeks prior to your requested date, contact us at 510-318-8470 or groups@museumca.org. • We invite teachers to visit the Museum prior to the field trip to become familiar with OMCA Galleries. Please come to the Docent Center Wednesday through Friday, 11 am to 5 pm for complimentary admission.

PAYMENT • Payment must be received within four weeks of confirmation to hold your place. • OMCA accepts checks, cash, or credit cards for payment. • Credit card payments will be accepted over the phone during regular business hours.

CANCELLATIONS • You must notify OMCA four weeks in advance if you wish to cancel your tour and receive a refund. • Payment will not be refunded with less than four weeks’ notice. • If you cancel with less than four weeks’ notice and OMCA has not received payment, you will still be required to pay the amount owed.

SCHOLARSHIPS A limited number of partial tour and program scholarships are available for Oakland Unified School District classes. OMCA is only able to grant one scholarship per teacher per year. A limited number of

SCHOOL PROGRAMS GUIDE 2015–2016

bus scholarships are also available for OUSD classes and Richmond public schools. To apply, please fill out the scholarship request form or the bus scholarship request form online.

ACCESSIBILITY FOR EVERYONE OMCA’s tours are accessible to visitors with learning disabilities, visual impairments, and physical challenges. Ask if you would like any tour or program adapted to the special needs of your group. Deaf and hearingimpaired visitors may request interpretation in American Sign Language. Our TTY phone number is 510-451-3322. Groups with special needs who require a special tour should reserve at least three weeks in advance. Wheelchair access is available via a ramp at the main Oak Street Entrance. Guests using wheelchairs who arrive with scheduled school groups should enter through the Business Entrance on 10th Street, which is accessible by ramp from the sidewalk adjacent to the School Group Entrance. A limited number of wheelchairs are available for loan on site. An elevator is available to access the three levels once within the Museum.

CHAPERONES The Museum requires: • One adult per ten students absolute minimum, through grade 12. • One adult per four students maximum. Additional adults beyond the maximum chaperone ratio will be charged $8.00 per person (half-price admission), to be paid on arrival. • One adult per six students while in the OMCA Store, including high school students. Adults accompanying groups are responsible for supervising students at all times. This includes while your group: • Visits the Museum galleries. • Enjoys lunch on the Museum grounds. • Shops in the OMCA Store. Please prepare chaperones/group leaders and students before your visit by reviewing OMCA’s policies and rules (see Group Leaders’ Guide) and checking your trip itinerary (sent with your confirmation).

LUNCHES • The Museum requires that lunches be stored in bench bins near the Koi Pond. These bins, while enclosed, are not secure; valuables must be stored in lockers. Storage is limited; please leave backpacks at school or on the bus. • Bag lunches may be eaten in the Museum garden, on the terraces, or on the benches near the Koi Pond. • Bag lunches are not allowed in Blue Oak café, nor at the umbrella tables on the café terrace.

BACKPACK STORAGE • Student backpacks are not allowed in the Museum galleries. Please do not bring them to the Museum. Adults with backpacks must carry them at their side or on their front. • Storage is available in bench bins adjacent to the Koi Pond, and (at busy periods) in open bins on the lower level. • Limited secure storage is available at lockers near the 10th Street School Group Entrance and outside the Galleries of California Art and History.

PENCIL POLICY • Pens are not allowed in any Museum gallery. • Pencils may be used with a clipboard or other writing surface. • If you have a worksheet to be completed please provide writing surfaces and pencils (not pens). Please save worksheets for after your Docent-led tour. Please note on your reservation form that you will be using a worksheet during your visit.

PHOTOGRAPHY AND CELL PHONE USE • Flash photography is allowed in the Museum for personal use only. Video is prohibited in the Museum. • Check with your Docent about camera and cell phone use during Docent-led tours. Students may photograph objects after their tour. Chaperones are asked to step outside the gallery if they must use their phones.

SCHOOL PROGRAMS GUIDE 2015–2016

SCHOOL GROUP ADMISSION FOR SELF-GUIDED TOURS Teachers may bring school groups for self-guided tours. Please submit a reservation form for each teacher/class. These visits can be booked Wednesday through Friday beginning at 10:30 am. Payment for reserved self-guided tours may be made at the Docent Center on arrival. If you do not reserve a self-guided visit, please pay at the ticketing desk. On the day of your visit, bring a letter on school letterhead stating the number of students and the date of your visit. Drop-in groups may come to the Museum during the Museum’s regular public hours.

Center. Height clearance is 6’8”. • The ALCO parking structure, located at 12th and Jackson, charges $1.75/hour. • Limited metered street parking is available on nearby side streets for $2/hour.

BUS PARKING Buses may drop off students at OMCA’s 10th Street school group entrance. There is no designated bus parking.

Admission for reserved self-guided tours: • $25/Oakland K–12 school groups up to 30 students • $60/non-Oakland K–12 school groups up to 20 students • $85/non-Oakland K–12 school groups up to 34 students Drop-in admission without a reserved self-guided tour: • $3 per person for Oakland K–12 school groups • $4 per person for non-Oakland K–12 school groups College Groups East Bay community college groups will be charged K–12 school group rates. All other college and university groups will be charged the college group rate if booked in advance. Email groups@museumca.org

PARKING We encourage groups to take public transportation when possible. The Museum parking garage may be full at times. If you drive, allow extra time for parking. • Museum Garage: Enter on Oak Street between 10th and 12th Streets. Fees are $2.50/hour, $1/hour with Museum validation. Validation is available at the ticketing desk, the OMCA Store, and the Docent

SCHOOL PROGRAMS GUIDE 2015–2016

Black History Month, K–3

Profile Pictures, 2–3

California Indian Lifeways, 3

Under the Sea, 2–3

ASH!, K–3

Bees, K–3

Days of the Dead, K–3

Teacher Gallery Guide: Art, 3

SEL FGUI D ED

P RO GRA M S

What’s for Dinner?, K–3

Plant and Animal Homes, K–3

Changing California, 3

A Look at CA Art, 3

STATE OF CALIFORNIA CONTENT STANDARDS, K–3

TOURS CA Art for Young Children, K–2

CURRICULUM CORRELATIONS

H I S T O RY—S O C I A L S C I E N C E

• •

Chronological and Spatial Thinking Research, Evidence, and Point of View

K.6: Students understand that history relates to events,

•

• •

1.3: Students know and understand the symbols, icons, and

•

K.1: Students understand that being a good citizen involves acting in certain ways.

people, and places of other times.

traditions of the United States that provide continuity and a sense of community across time.

1.5: Students describe the human characteristics of familiar

•

places and the varied backgrounds of American citizens and residents in those places.

2.1: Students differentiate between things that happened long ago and things that happened yesterday.

2.2: Students demonstrate map skills by describing the absolute and relative locations of people, places and environments.

2.5: Students understand the importance of individual action and character and explain how the heroes from long ago and the recent past have made a difference in others’ lives.

•

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.

3.2: Students describe the American Indian nations in their local region long ago and in the recent past.

•

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.

•

3.4: Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government.

•

3.5: Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.

M AT H E M AT I C S (C O M M O N C O R E S TAT E S TA N DA R D S) K.G.2: Correctly name shapes regardless of their orientations or overall size.

K.G.5: Model shapes in the world by building shapes from components and drawing shapes.

1.G.1: Distinguish between defining attributes versus non-

defining attributes; build and draw shapes to possess defining attributes.

1.G.2: Compose 2D shapes or 3D shapes to create a

composite shape, and compose new shapes from the composite shape.

• • • •

SCHOOL PROGRAMS GUIDE 2015–2016

Black History Month, K–3

Profile Picture, 2–3

California Indian Lifeways, 3

Under the Sea, 2–3

ASH!, K–3

Bees, K–3

•

Days of the Dead, K–3

What’s for Dinner?, K–3

•

Teacher Gallery Guide: Art, 3

SEL FGUI D ED

P RO GRA M S

Plant and Animal Homes, K–3

Changing California, 3

A Look at CA Art, 3

STATE OF CALIFORNIA CONTENT STANDARDS, K–3

TOURS CA Art for Young Children, K–2

CURRICULUM CORRELATIONS

N E X T G E N E R AT I O N S C I E N C E S TA N DA R D S K-LS1-1: Use observations to describe patterns of what plants and animals (including humans) need to survive.

• •

1-LS1-2: Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

2-LS2-2: Develop a simple model that mimics the function of

•

an animal in dispersing seeds or pollinating plants.

2-PS1-1: Conduct an investigation to describe and classify

•

different kinds of materials by their observable properties.

2-PS1-2: Every human-made product is designed by

•

applying some knowledge of the natural world and is built using materials derived from the natural world. (crosscutting concept)

3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

•

3-LS2-1: Construct an argument that some animals from

•

3-LS3-1: Analyze and interpret data to provide evidence that

•

3-LS3-2: Use evidence to support the explanation that traits

•

groups that help members survive.

plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. can be influenced by the environment.

3-LS4-3: Construct an argument with evidence that in a

•

particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

•

3-LS4-4: Populations live in a variety of habitats, and

change in those habitats affects the organisms living there.

V I S UA L A N D P E R F O R M I N G A R T S Visual Arts 1.0: Processing, Analyzing, and Responding to

Sensory Information Through the Language and Skills Unique to the Visual Arts.

•

• •

•

Visual Arts 2.0: Creating, Performing, and Participating in the Visual Arts.

Visual Arts 3.0: Understanding the Historical

Contributions and Cultural Dimensions of the Visual Arts.

Visual Arts 4.0: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts.

Visual Arts 5.0: Connecting and Applying What is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers.

Music 1.0: Processing, Analyzing, and Responding to

Sensory Information Through the Language and Skills Unique to Music.

Music 2.0: Creating, Performing, and Participating in Music. Music 3.0: Understanding the Historical Contributions and Cultural Dimensions of Music.

Music 4.0: Responding to, Analyzing, and Making Judgments About Works of Music.

Music 5.0: Connecting and Applying What is Learned in

Music to Other Art Forms and Subject Areas and to Careers.

•

• •

•

• •

•

• • • • • •

SCHOOL PROGRAMS GUIDE 2015–2016

California Indian Lifeways, 3

Days of the Dead, K–3

•

K.SL.3: Ask and answer questions in order to seek help, get

•

• •

Black History Month, K–3

•

Profile Pictures, 2–3

information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Under the Sea, 2–3

•

ASH!, K–3

•

Bees, K–3

•

What’s for Dinner?, K–3

•

Changing California, 3

•

STATE OF CALIFORNIA CONTENT STANDARDS, K–3

Teacher Gallery Guide: Art, 3

SEL FGUI D ED

P RO GRA M S

A Look at CA Art, 3

Plant and Animal Homes, K–3

TOURS CA Art for Young Children, K–2

CURRICULUM CORRELATIONS

E L A & L I T E R ACY (C O M M O N C O R E S TAT E S TA N DA R D S) K.SL.1: Participate in collaborative conversations with

diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

K.SL.2: Confirm understanding of a text read aloud or

information, or clarify something that is not understood.

K.SL.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

K.SL.6: Speak audibly and express thoughts, feelings, and ideas clearly.

•

K.L.4: Determine or clarify the meaning of unknown and

•

multiple-meaning words and phrase based on kindergarten reading and content.

•

K.L.5: With guidance and support from adults, explore word relationships and nuances in word meanings.

K.L.6: Use words and phrases acquired through

•

conversations, reading and being read to, and responding to texts.

1.SL.1: Participate in collaborative conversations with diverse

•

1.SL.2: Participate in collaborative conversations with diverse

•

1.SL.3: Ask and answer questions about what a speaker says

•

partners about grade 1 topics and texts with peers and adults in small and larger groups. partners about grade 1 topics and texts with peers and adults in small and larger groups. in order to gather additional information or clarify something that is not understood.

1.SL.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.SL.6: Produce complete sentences when appropriate to task and situation.

•

1.L.4: Determine or clarify the meaning of unknown

and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

•

1.L.5: With guidance and support from adults,

•

demonstrate understanding of word relationships and nuances in word meanings.

1.L.6: Use words and phrases acquired through

•

conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

2.SL.1: Participate in collaborative conversations with diverse

•

• •

2.SL.2: Recount or describe key ideas or details from a text read

•

• •

•

2.SL.3: Ask and answer questions about what a speaker says in

•

• •

•

partners about grade 2 topics and texts with peers and adults in small and larger groups. aloud or information presented orally or through other media.

order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

2.SL.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

SCHOOL PROGRAMS GUIDE 2015–2016

Profile Pictures, 2–3

•

Black History Month, K–3

California Indian Lifeways, 3

Under the Sea, 2–3

ASH!, K–3

Bees, K–3

Days of the Dead, K–3

•

Teacher Gallery Guide: Art, 3

SEL FGUI D ED

P RO GRA M S

What’s for Dinner?, K–3

•

Plant and Animal Homes, K–3

•

Changing California, 3

A Look at CA Art, 3

STATE OF CALIFORNIA CONTENT STANDARDS, K–3

TOURS CA Art for Young Children, K–2

CURRICULUM CORRELATIONS

E L A & L I T E R ACY C O N T I N U E D. . . (C O M M O N C O R E S TAT E S TA N DA R D S) 2.SL.6: Produce complete sentences when appropriate to task

and situation in order to provide requested detail or clarification.

•

• •

2.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

2.L.4: Determine or clarify the meaning of unknown and multiple-

• • •

meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

•

2.L.5: Demonstrate understanding of word relationships and nuances in word meanings.

2.L.6: Use words and phrases acquired through

•

conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

3.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

3.SL.2: Determine the main ideas and supporting details of a text

read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

3.SL.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

•

• •

•

• •

•

• •

•

3.SL.4: Report on a topic or text, tell a story, or recount an

3.SL.6: Speak in complete sentences when appropriate to task

and situation in order to provide requested detail or clarification.

3.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

•

• •

experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

•

• •

3.L.4: Determine or clarify the meaning of unknown and

•

3.L.5: Demonstrate understanding of figurative language, word

•

multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. relationships and nuances in word meanings.

3.L.6: Acquire and use accurately grade-appropriate

conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

SCHOOL PROGRAMS GUIDE 2015–2016

Bees, 4–6

Days of the Dead, 4–8

What’s for Dinner?, 4–6

Plant and Animal Homes, 4–6

Changing California, 4–6

Coming to CA, 4–8

Transportation in CA, 4–8

Gold Rush (tour only), 4–5

CA Missions/ Ranchos, 4–5

CA Indians, 4–5

History of Early CA, 4–5

History Gallery at a Glance, 4–8

CA Photography, 8

Art of Gold Rush & Early CA, 4–8

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

TOURS A Look at CA Art, 4–8

CURRICULUM CORRELATIONS

H I S T O RY—S O C I A L S C I E N C E

• • •

Chronological and Spatial Thinking (4–5) 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 missions and Mexican rancho period.

•

and interactions among people of California from the pre-Columbian societies to the Spanish missions and Mexican rancho period.

•

Black History Month, 4–8

Teacher Gallery Guide: History, 4–5

S EL F-GU I D E D

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Profile Pictures, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–6

SC H O O L P RO GRA M S

•

Teacher Gallery Guide: Art, 4–5

4.2: Students describe the social, political, cultural, and economic life

• • •

H I S T O RY—S O C I A L S C I E N C E , C O N T I N U E D. . . Chronological and Spatial Thinking (4–5) Research, Evidence, and Point of View (4–5)

• •

Historical Intepretation (4–5) 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 missions and Mexican rancho period.

•

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.

•

4.4: 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.

4.5: Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.

• •

•

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 peoples east of the Mississippi River.

5.3: Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

• •

•

5.4: Students understand the political, religious, social, and

•

economic institutions that evolved in the colonial era.

5.8: Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

•

• •

8.4: Students analyze the aspirations and ideals of the people of the new nation.

8.7: Students analyze the divergent paths of the American

people in the South from 1800 to mid-1800s and the challenges they faced.

•

8.8: Students analyze the divergent paths of the American

abolish slavery and to realize the ideals of the Declaration of Independence.

• •

people in the West from 1800 to the mid-1800s and the challenges they faced.

8.9: Students analyze the early and steady attempts to

•

• SCHOOL PROGRAMS GUIDE 2015–2016

Teacher Gallery Guide: Art, 4–5

Black History Month, 4–8

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Fertile Ground Program, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–8

Bees, 4–6

Teacher Gallery Guide: History, 4–5

S E LFGU I D E D

SC H O O L P RO GRA M S

Days of the Dead, 4–8

What’s for Dinner?, 4–6

Plant and Animal Homes, 4–6

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

TOURS

Changing California, 4–6

CURRICULUM CORRELATIONS

N E X T G E N E R AT I O N S C I E N C E S TA N DA R D S 4-LS1-1: Plants and animals have both internal and external

•

4-LS1-2: Use a model to describe that animals receive different

•

structures that serve various functions in growth, survival, behavior, and reproduction. types of information through their senses, process the information in their brain, and respond to the information in different ways.

5-LS2-1: Organisms are related in food webs in which some

animals eat plants for food and other animals eat the animals that eat plants. Organisms can survive only in environments in which their particular needs are met. (LS2.A)

•

5-PS3-1: Use models to describe that enery in animals’ food (used

•

for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

5-ESS3-1: Human activities have had major effects on Earth,

•

but individuals and communities are working to help protect Earth’s resources and environments. (ESS3.C)

•

MS-LS1-4: Use argument based on empirical evidence

and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

•

MS-LS1-5: Construct a scientific explanation based on

•

evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-8: Gather and synthesize information that sensory

receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-LS2-2: Although the species involved in competitive,

• • •

•

MS-ESS3-3: Apply scientific principles to design a

•

method for monitoring and minimizing a human impact on the environment.

MS-ESS3-4: Construct an argument supported by evidence

•

Black History Month, 4–8

S EL F-GU I D E D

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Profile Pictures, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–6

SC H O O L P RO GRA M S

Teacher Gallery Guide: Art, 4–5

for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.

Teacher Gallery Guide: History, 4–5

predatory, and mutually beneficial interactions vary across ecosystmes, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (LS2.A)

M AT H E M AT I C S (C O M M O N C O R E S TAT E S TA N DA R D S)

• • •

Math.Practice.MP2: Reason abstractly and quantitatively Math.Practice.MP3: Construct viable arguments and critique the reasoning of others

Math.Practice.MP4: Model with mathematics perpendicular and parallel lines. Identify these in 2D figures.

•

4.G.1: Draw points, lines, line segments, rays, angles, and

SCHOOL PROGRAMS GUIDE 2015–2016

•

What’s for Dinner?, 4–6

•

Plant and Animal Homes, 4–6

•

Changing California, 4–6

• •

Coming to CA, 4–8

• •

Gold Rush (tour only), 4–5

• •

CA Missions/ Ranchos, 4–5

•

CA Indians, 4–5

•

History of Early CA, 4–5

•

Bees, 4–6

Days of the Dead, 4–8

Transportation in CA, 4–8

History Gallery at a Glance, 4–8

CA Photography, 8

Art of Gold Rush & Early CA, 4–8

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

TOURS A Look at CA Art, 4–8

CURRICULUM CORRELATIONS

V I S UA L A N D P E R F O R M I N G A R T S Visual Arts 1.0: Processing, Analyzing, and Responding to

Sensory Information Through the Language and Skills Unique to the Visual Arts.

Visual Arts 2.0: Creating, Performing, and Participating in the Visual Arts.

Visual Arts 4.0: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts.

Visual Arts 5.0: Connecting and Applying What is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers.

Black History Month, 4–8

S EL F-GU I D E D

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Profile Pictures, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–6

SC H O O L P RO GRA M S

Teacher Gallery Guide: Art, 4–5

Cultural Dimensions of the Visual Arts.

Teacher Gallery Guide: History, 4–5

Visual Arts 3.0: Understanding the Historical Contributions and

V I S UA L A N D P E R F O R M I N G A R T S Visual Arts 1.0: Processing, Analyzing, and Responding to

Sensory Information Through the Language and Skills Unique to the Visual Arts.

•

Visual Arts 2.0: Creating, Performing, and Participating in the

• • •

• •

Visual Arts.

Visual Arts 3.0: Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts.

Visual Arts 4.0: Responding to, Analyzing, and Making Judgments About Works in the Visual Arts.

Visual Arts 5.0: Connecting and Applying What is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers.

•

Visual Arts 5.3 (grade 7): Examine art, photography, and other two- and three-dimensional images, comparing how different visual representations of the same object lead to different interpretation of its meaning, and describe or illustrate the results.

Music 1.0: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music.

Music 2.0: Creating, Performing, and Participating in Music. Music 3.0: Understanding the Historical Contributions and Cultural Dimensions of Music.

Music 4.0: Responding to, Analyzing, and Making Judgments About Works of Music.

Music 5.0: Connecting and Applying What is Learned in

Music to Other Art Forms and Subject Areas and to Careers.

• • • • •

SCHOOL PROGRAMS GUIDE 2015–2016

Bees, 4–6

Days of the Dead, 4–8

What’s for Dinner?, 4–6

Plant and Animal Homes, 4–6

Changing California, 4–6

Coming to CA, 4–8

Transportation in CA, 4–8

Gold Rush (tour only), 4–5

CA Missions/ Ranchos, 4–5

CA Indians, 4–5

History of Early CA, 4–5

History Gallery at a Glance, 4–8

CA Photography, 8

Art of Gold Rush & Early CA, 4–8

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

TOURS A Look at CA Art, 4–8

CURRICULUM CORRELATIONS

E L A & L I T E R ACY (C O M M O N C O R E S TAT E S TA N DA R D S) CCRA.SL.1-3: Comprehension and Collaboration CCRA.SL.4-6: Presentation of Knowledge and Ideas: Presentation of Knowledge and Ideas

CCRA.L.3: Knowledge of Language CCRA.L.4-6: Vocabulary Acquisition and Use 4.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

• •

• • •

• • • •

4.SL.2: Paraphrase portions of a text aloud or information

• •

presented in diverse media and formats, including visually, quantitatively, and orally.

4.SL.3: Identify the reasons and evidence a speaker provides to support particular points.

4.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4.L.4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

4.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

5.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

• •

• • •

• • • •

5.SL.2: Summarize a written text read aloud or information

•

presented in diverse media and formats, including visually, quantitatively, and orally.

6.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6.SL.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

•

• •

•

• •

SCHOOL PROGRAMS GUIDE 2015–2016

Teacher Gallery Guide: Art, 4–5

Black History Month, 4–8

S EL F-GU I D E D

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Profile Pictures, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–6

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

SC H O O L P RO GRA M S

Teacher Gallery Guide: History, 4–5

CURRICULUM CORRELATIONS

E L A & L I T E R ACY C O N T I N U E D. . . (C O M M O N C O R E S TAT E S TA N DA R D S)

• • • •

CCRA.SL.1-3: Comprehension and Collaboration CCRA.SL.4-6: Presentation of Knowledge and Ideas: Presentation of Knowledge and Ideas

CCRA.L.3: Knowledge of Language CCRA.L.4-6: Vocabulary Acquisition and Use 4.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

4.SL.2: Paraphrase portions of a text aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

• • • •

•

4.SL.3: Identify the reasons and evidence a speaker provides

•

• •

•

to support particular points.

4.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4.L.4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

4.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

•

5.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

5.SL.2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

•

5.SL.3: Summarize the points a speaker makes and explain

•

how each claim is supported by reasons and evidence.

5.SL.4: Report on a topic or text or present an opinion,

•

sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5.SL.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

5.L.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

5.L.4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

5.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

•

• •

•

5.L.6: Acquire and use accurately grade-appropriate

general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

SCHOOL PROGRAMS GUIDE 2015–2016

Teacher Gallery Guide: Art, 4–5

S EL F-GU I D E D

Black History Month, 4–8

Under the Sea, 4–5

Those Fabulous 49ers, 4–5

Profile Pictures, 4–6

CA Indian Lifeways, 4–5

ASH!, 4–6

STATE OF CALIFORNIA CONTENT STANDARDS, 4–8

SC H O O L P RO GRA M S

Teacher Gallery Guide: History, 4–5

CURRICULUM CORRELATIONS

E L A & L I T E R ACY C O N T I N U E D. . . (C O M M O N C O R E S TAT E S TA N DA R D S) 6.SL.1: Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

•

6.SL.2: Interpret information presented in diverse media and

•

formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

6.SL.6: Adapt speech to a variety of contexts and tasks,

•

6.L.5: Demonstrate understanding of figurative language,

•

demonstrating command of formal English when indicated or appropriate. word relationships, and nuances in word meanings.

6.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

•

7.SL.1: Engage effectively in a range of collaborative

•

7.SL.6: Adapt speech to a variety of contexts and tasks,

•

7.L.5: Demonstrate understanding of figurative language, word

•

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. demonstrating command of formal English when indicated or appropriate. relationships, and nuances in word meanings.

7.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

•

8.SL.1: Engage effectively in a range of collaborative

•

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

8.SL.6: Adapt speech to a variety of contexts and tasks,

•

demonstrating command of formal English when indicated or appropriate.

8.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

•

8.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

•

SCHOOL PROGRAMS GUIDE 2015–2016

CURRICULUM CORRELATIONS

Transportation in CA, 9–12

Coming to CA, 9–12

•

Days of the Dead, 9–12

History Gallery at a Glance, 9–12

CA Photography, 9–12

Art of Gold Rush & Early CA, 9–12

A Look at CA Art, 9–12

STATE OF CALIFORNIA CONTENT STANDARDS, 9–12

TOURS

H I S T O RY—S O C I A L S C I E N C E Chronological and Spatial Thinking V I S UA L A N D P E R F O R M I N G A R T S Sensory Information Through the Language and Skills Unique to the Visual Arts.

•

Visual Arts 3.0: Understanding the Historical Contributions

•

Visual Arts 4.0: Responding to, Analyzing, and Making

•

Visual Arts 1.0: Processing, Analyzing, and Responding to

and Cultural Dimensions of the Visual Arts. Judgments About Works in the Visual Arts.

Visual Arts 5.0: Connecting and Applying What is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers.

E L A & L I T E R ACY (C O M M O N C O R E S TAT E S TA N DA R D S) 9-10.SL.1: Initiate and participate effectively in a range of

collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

11-12.SL.1: Initiate and participate effectively in a range of

collaborative discussions with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SCHOOL PROGRAMS GUIDE 2015–2016

ANNUAL FINANCIAL SUPPORT for school education programs at the Oakland Museum of California is provided by:

Anonymous Foundations California Arts Council The Clorox Company Crescent Porter Hale Foundation Dodge & Cox Kaiser Permanente Morrison & Foerster Foundation The Nora Eccles Treadwell Foundation Oakland Museum Womenâ&#x20AC;&#x2122;s Board Rogers Family Foundation S.D. Bechtel, Jr. Foundation Union Bank

Wells Fargo

IMAGE: Shaun Roberts

U.S. Bank