C. Twentieth Century

1-Quiz #3

A. 30 Matching Questions from Lecture (as in first quiz)

B. Reading Question

To prepare: Write THREE THOUGHTFUL PARAGRAPHS about each of Fradkins' California regions.

In the first paragraph, describe the region geographically, defining the region in terms of geomorphology, climate, seasons, and any discussions of flora and fauna. Do this in your own words, beginning with the element you find most defining of the region's geography. Use quotes to illustrate the points you make in your own words.

In the second paragraph, tell us how Fradkin defines the region and why, then evaluate his argument for strengths and weaknesses. Do you agree? Why or why not? How would you label the region?

Third, what stories does Fradkin tell about the region, and which one do you think is most important for understanding human interaction with the "land" that is California? Why? Are there stories NOT represented for the region, stories missing, and if so, which would you add?

I will ask you to write about TWO of these regions in your class reading quiz.

2-Essay #3

To Be Posted by Thursday

3-Geography Question #3

Choose three California Counties, one from each of the columns below. Using US Geological Survey Information, County website

information, and JStor, write three paragraphs.

In the first, describe the geography found within the border of the counties, for example, mountains, rivers, lakes, deserts, etc.,

the major climates and seasons found within the region--look at maps, pictures, and google earth! (travel there)

How does the county sum up its major attributes, or what major attributes does it emphasize? (Are there major

federal or state parks in the region? If so, what do the parks feature?)

What significant history or folklore do residents or others emphasize? Briefly, tell us one of them and how it characterizes the

county, or how the county chooses to use it to characterize itself.


1 2 3

Trinity, Lake, Napa, Contra Costa, Alameda, Santa Clara, San Benito, Butte, Sutter, Yuba, Sacramento Monterey San Luis Obispo Santa Barbara Ventura Los Angeles Orange San Diego

Yolo, Solano, San Joaquin, Stanislaus, Merced, Fresno, Kings,
Placer, El Dorado, Amador, Calaveras, Tuolumne, Mariposa, Madera, Tulare San Benito, Fresno, Tulare, Kern

Plumas, Sierra, Nevada, Siskiyou, Shasta, Tehama, Glenn, Colusa, Modoc, Lasen, Mono, Inyo, San Bernardino, Riverside, Imperial


B. Gold Rush through Progressive Era

1-Quiz #2

A. 30 Matching Questions from Lecture (as in first quiz)

B. Reading Question

Compare McCunn's 1981 novel (i.e. fiction) with her 2003 article in Frontiers, Walter Hesford's review of "Competing Fictions in the Representation of Chinese-American Experience" (1996), and the Judy Yung 1987 Review of McCunn's book (all attached).  We will a piece of the film in class on Tuesday, but if you can watch it at home, you can also compare the film version to the fiction and the journal articles, articles that address the historical experience of Chinese Americans.  (Also on our databases, Film on Demand, you can access a film on Chinese Americans:  Becoming American: The Chinese Experience (2003), watched the first 40 minutes of it in class).

For your in class reading question, sum up the story of Polly Bemis, then address the historical accuracy of the 1987 novel, comparing it to the journal articles and the film (the piece we will watch in class).

2-Essay #2 (Due date moved to Tuesday 6 August)

From the era of American takeover to the 1890s, years of pre-progressive reform, do you find Americans particularly greedy or particularly concerned about justice and the legal adjudication of grievances? Is the "rule of greed" or the "rule of law" most important? In other words, do you find more conflict or cooperation among groups brought together in the Gold Rush? Do you find examples of both? Do you find changes over time? What examples do you find from Class, the Text, and Thousand Pieces of Gold, & Pacific El Dorado to support your answer?

Address the Gold Rush (1848 to 1852); Era of Merhant Control (1853-); Rise of Labor (1877-); and Early MC Progressive Reform (1906).

3-Geography Question #2

Study the following maps and (interactive) map sites, then answer the questions below.

US Map/ https://gotbooks.miracosta.edu/geology/regions/index.html

1- Where was gold found, and following it, the mother lode rush? Write a paragraph explaining how people got to the gold fields, to California, and describe the gold regions in California (GR 1849 and Comstock Lode 1859). In describing the gold and silver regions, include the major geomorphic provinces, Native California tribes, and counties. (Class Maps)

Gold Rush Routes, Atlas/ How people got to the gold fields?


USGS Map, Gold Areas: https://pubs.er.usgs.gov/publication/mf1981

1849 Map of California, Interactive/


CAlifornia Gold Rush Area /


LC 1851 "New Map of the Gold Region in California"


Gold Rush Archive, Map, 1849-59, Interactive/



Gold Rush Areas (Adapted from LC Map, https://exhibits.stanford.edu/david-rumsey-map-collection/catalog/pk466dd2486 )

See Library of Congress Maps, Interactive, "Gold Regions of California," 1851: https://www.loc.gov/item/98687170/

2-Go to the website below, read about the geography of Chinese Immigration and the transcontinental railroad from Sacramento to Reno. In your own words, write a short paragraph on the significance of each region (within California) discussed. (Sacramento, Bloomer Cut, Cape Horn, Dutch Flat, Summit Tunnel, "cisco to Truckee" - the 1867 strike)

Gordon H. Chang and Shelley Fisher Fishkin, Co-Directors. "Geography of Chinese Workers building the Transcontinental Railroad: Virtual Reconstruction of the Key Historic Sites." Stanford, California: Stanford CESTA, 2018). https://web.stanford.edu/group/chineserailroad/cgi-bin/website/virtual/

3-California Waterways (Below, Stockton) Briefly describe the rivers of northern California. Then describe the Alma (https://www.nps.gov/safr/learn/historyculture/alma.htm ) and the Delta King ( https://deltaking.com/our-history/ ) and the Delta Queen (https://deltaqueen.com/ )-- when did these boats ply the waterways of California, and what did they do?

4-Go to the Central Pacific RR Museum @ http://cprr.org/Museum/ Go to this Clickable map, follow the Route of the Transcontinental through California, then describe the route. What are the major towns or geographic markings of the transcontinental RR. http://cprr.org/Museum/USGS-1916-Bulletin-612/00USGS-1916-Map-00.html


A. Beginnings through the Gold Rush & Merchant Era

1- 30 Matching Questions, Examples Below (from Lecture)

1. Juanenos

2. Pablo Tac

3. Richard Henry Dana

4. Antonio Maria Osio

5. Padrinos/ Padrinas

6. vagrancy laws

7. "gente de Razon"

8. "Digger" Indians

______first mission Indian to write account of his experiences

______pejorative term for California's Indian population

______Acegchemem (Acjachemem)

______Californio bureaucrat, landownder, & writer

______those who considered themselves to be "pure blood" Spanish

______godparents assigned at baptism, to teach converted

______"Two Before the Mast," Yankee Trader

______means of securing a labor force

2-Reading Question:

Summarize the significant points of the narrative, then explain the final outcome.

Roughly 3 paragraphs--summary, outcome, your opinion regarding empowerment (but it does depend on your writing, some students write less with lots of examples, and others write more with little content--so this is a rough estimate, focuson answering the question)

How did the reservation system affect Native Californians in the El Capitan region, and in the end (of the book), do you think Indians were empowered over decisions affecting their land use? Briefly sum up what happens to the native people, their struggle over the land they lived on, and the court cases affecting them--and then answer the question above.

3-Essay #1

Using lectures, films, reading, and class resources, describe the major characterisitcs of the California native population, the regional nature of their lives, and how they were affected by Spanish & Mexican settlements (Chumash, Agechmemem), the Gold Rush (Ishi), and the reservation system in the American era (El Capitan). Considering these examples, to what extent do you think California indians have been able to find empowerment?

Use Reference Notes and include a Bibliography Chicago Style (I'll put info up below)

Turn in your essay on the due date, then upload to turnitin shortly after.

4-Geography Short Essay #1

Geography Essay Question #1, due Thursday 18 July:

First of all, what are the characteristics of El Capitan Grande, and how does it compare to other regions in California?

I am simply going to divide this up so it is more clear, it will be easier for you to write--If you have it written already, I'm sure its okay, just make sure your have included all of the elements.

1-(Pacific El Dorado/ Lecture Points/ Geomorphic Provinces) Generally speaking, how can we characterize Native Californian cultures, and to what extent were native cultures defined by geography? (California Indian Pre-Contact Tribal Territories; Geomorphic Provinces; Ishi's Yana Territory (in Tehama & Shasta Counties)

2-(Film: Ishi) How were the Yahi defined by their geography?

3-(El Capitan) Briefly, describe the territory of region.

In what ways does the story of El Capitan reveal the role of land and geography in defining native societies,

and did this relationship with the land change over time? If so, how? What was the relationship of Americans to the land in

this region, and how did it change over time?

Mission Indians, Barona/ http://www.anishinabe-history.com/mission-indians/barona.shtml & California Map (El Cajon east of San Diego, El Capitan just north of it and northeast of Santee) State Map/ https://www.nationsonline.org/oneworld/map/USA/california_map.htm