Social Studies Alive! California's Promise Interactive Student Notebook Sample

Interactive Student Notebook

California’s Promise

The Interactive Student Notebook will help you remember what you learn.

Your notebook gives you a place to: • take notes from your reading.

• record discoveries from activities.

• write down key takeaways of each lesson.

Now you have your own study guide to help you do well in social studies!

California’s Promise

www.teachtci.com

800-497-6138 ISBN: 978-1-58371-483-6 90 0 0 0

9 781 58 3 71 48 36

California’s Promise

Interactive Student Notebook

P R E V I E W

Think about the different ways that you and your family use water during the week. List or draw as many uses as you can.

How would your life change if you could no longer get all the water you need?

© Teachers’ Curriculum Institute

Bringing Water to a Thirsty State 1

R E A D I N G

N O T E S

1. California’s Water Challenge What are two ways that early Californians got fresh water?

In the late 1800s, the population of California grew quickly. This increased the demand for water. What were two different water needs in the state?

Draw a picture to show each one.

2 Bringing Water to a Thirsty State

© Teachers’ Curriculum Institute

R E A D I N G

N O T E S

2. Meeting the Growing Need for Water Write the solution to each problem below.

Problem: Farmers in the Central Valley needed water because rainfall alone was not enough for many crops.

Solution:

Problem: Rivers were unpredictable.

In dry years, they ran low. In wet years, they flooded. Farmers needed a reliable source of water.

Solution:

Problem: In the delta where the San Joaquin and Sacramento rivers meet, farmers had too much water. The land was too marshy for farming.

Solution:

Problem: In the delta, the rivers also flooded. During a flood, farmers lost their crops, their livestock, and even their homes.

Solution:

© Teachers’ Curriculum Institute

Bringing Water to a Thirsty State 3

R E A D I N G

N O T E S

3. Water for Los Angeles What two industries helped Los Angeles grow into a large and booming city?

Write the solution to each problem below.

Problem: Los Angeles was growing and needed water. By 1904, the Los Angeles River was running too low to provide all the water the city needed.

Solution:

Problem: The Owens River is 250 miles north of Los Angeles. City leaders needed to get the water to Los Angeles.

Solution:

Problem: Los Angeles continued to grow. Water from the Owens River was not enough. The city needed another water source.

Solution:

Problem: The aqueduct from the Colorado River ran uphill in some places. That made the water stop flowing.

Solution:

4 Bringing Water to a Thirsty State

© Teachers’ Curriculum Institute

R E A D I N G

N O T E S

4. Water for San Francisco Write the solution to the problem below.

Problem: San Francisco is surrounded by salt water. The city does not get much rain. In the early 1900s, San Francisco was growing and needed water.

Solution:

How did San Francisco get hydroelectric power from the Tuolumne River?

Describe the process.

Fill in the chart to explain both sides of the Hetch Hetchy Valley debate.

Damming the Tuolumne River

Argument For

Argument Against

5. Connecting to Today What are two ways that Californians conserve water?

© Teachers’ Curriculum Institute

Bringing Water to a Thirsty State 5

S T U D Y

Y O U R

S T A T E

In this activity, your goal is to answer these compelling questions: What is the biggest water problem facing California? How can we help solve it?

• Find a water problem affecting California. Write the problem on the line below.

• Research different opinions about how this problem can be solved.

Write these opinions in the table below.

• Record each source.

• Take notes that describe where each source came from and if the author is trying to persuade you to think a certain way.

Problem: Solution

6 Bringing Water to a Thirsty State

Source

Notes

© Teachers’ Curriculum Institute

S T U D Y

Y O U R

S T A T E

Using digital tools, create a four-paragraph presentation about the problem you identified and how it can be solved. Think about visual aides, such as posters or pictures, that can help your presentation.

• In your first paragraph, describe the problem.

• In your second and third paragraphs, write about two of the solutions to the problem.

• In your fourth paragraph, summarize your presentation.

• Use words that connect ideas such as another, for example, also, and because.

• Use some of the social studies vocabulary from this lesson in your writing.

• With help from a teacher or parent, submit your work to an elected official through their Web site.

© Teachers’ Curriculum Institute

Bringing Water to a Thirsty State 7

R E A D

&

D O

Part 1 Suppose you are living in San Francisco in 1910. You like to camp

and hike in the mountains. But you also know your city needs water.

Do you think city officials should be allowed to turn the Hetch Hetchy Valley into a reservoir? Why or why not?

Part 2 As you know, the dam was built. Now there is a new debate.

Should we take down the dam so that Hetch Hetchy Valley can be green again? Or should we keep using the valley as a reservoir?

In the chart, list at least two benefits and two costs of keeping Hetch Hetchy Valley a reservoir.

Costs and Benefits of Keeping Hetch Hetchy Valley a Reservoir

Benefits

8 Bringing Water to a Thirsty State

Costs

© Teachers’ Curriculum Institute

R E A D

&

D O

Part 3 Write an argument for your position on the Hetch Hetchy Valley

debate. Should Hetch Hetchy Valley remain a reservoir? Your argument must include • an introduction in which you clearly state your position.

• two or three facts or examples that support your position.

• a conclusion in which you restate your position.

Use this rubric to check your argument. Make changes if you need to.

3

• clearly states your position in an introduction • includes at least two supporting examples and restates your position in a conclusion • has no errors in spelling or grammar

2

• mentions your position but doesn’t do so in an introduction • includes just one supporting example and does not restate your position in a conclusion • has few errors in spelling or grammar

1

• has no clearly stated position • lacks both supporting examples and a conclusion • has many errors in spelling and grammar

© Teachers’ Curriculum Institute

Bringing Water to a Thirsty State 9

P R O C E S S I N G

Step 1: Find out where you get the water you use every day. Get information from at least one of these:

a teacher a neighbor

a parent or guardian the water department

a city employee the Internet

Ask the questions below. Take notes on what you learn. Be prepared to share your information with the class.

Where does our water come from?

How far away is the water source?

How does our water get to us?

Step 2: Answer these questions.

Is your water source near your house or far away?

Were you surprised to learn where your water comes from? Why or why not?

10 Bringing Water to a Thirsty State

© Teachers’ Curriculum Institute

Interactive Student Notebook

California’s Promise

The Interactive Student Notebook will help you remember what you learn.

Your notebook gives you a place to: • take notes from your reading.

• record discoveries from activities.

• write down key takeaways of each lesson.

Now you have your own study guide to help you do well in social studies!

California’s Promise

www.teachtci.com

800-497-6138 ISBN: 978-1-58371-483-6 90 0 0 0

9 781 58 3 71 48 36

California’s Promise

Interactive Student Notebook