Mountain View History


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Continuity and Change

Students in grade three learn more about our connections to the past and the ways in which particularly local, but also regional and national, government and traditions have developed and left their marks on current society, providing common memories. Emphasis is on the physical and cultural landscape of California, including the study of American Indians, the subsequent arrival of immigrants, and the impact they have had in forming the character of our contemporary society.

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. 

1. Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.

2. Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.

3. Trace why their 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.

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

1. Determine the reasons for rules, laws, and the U.S. Constitution; the role of citizenship in the promotion of rules and laws; and the consequences for people who violate rules and laws.

2. Discuss the importance of public virtue and the role of citizens, including how to participate in a classroom, in the community, and in civic life.

3. Know the histories of important local and national landmarks, symbols, and essential documents that create a sense of community among citizens and exemplify cherished ideals (e.g., the U.S. flag, the bald eagle, the Statue of Liberty, the U.S. Constitution, the Declaration of Independence, the U.S. Capitol).

4. Understand the three branches of government, with an emphasis on local government.

5. Describe the ways in which California, the other states, and sovereign American Indian tribes contribute to the making of our nation and participate in the federal system of government.

6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.).

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

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.

2. Understand that some goods are made locally, some elsewhere in the United States, and some abroad.

3. Understand that individual economic choices involve trade-offs and the evaluation of benefits and costs.

4. Discuss the relationship of students’ “work” in school and their personal human capital.


Mountain View History — 2 Comments

  1. Hi,
    We found a rusty iron ball, about 1 1/4″, 4 5/8 oz., in our back yard near Mountain View High School. Looks like Civil War era grapeshot based on pictures on the Web & Ebay. Would someone be interested in this and be able to tell us anything about it? Is it Spanish or American?


    • Marc:
      Thank you for writing to us. It is really impossible to say with any degree of certainty what or where your iron ball came from, without more certainty as to the objects provenance, or provenience, in archeological terms. While you undoubtedly know, Mountain View, formerly Fremont Township, does trace its heritage to the old Spanish land grants it would be nearly impossible to determine if the iron ball was from anything related to that space in time. While it is possible to radiocarbon date iron and in theory determine if you iron ball dates to the Spanish, Mexican, or American periods, you will most likely never find out why the object landed, so to speak, in your yard. It is entirely possible that you have an iron ball from any period in history, but it’s location is of little significance. In other words, your object could have been buried 30 years ago. While it may date to a considerably earlier time period, it most likely has no relation between that time and location.

      Iron balls have been used for a myriad of uses through mans existence since the iron age (+- 1200BC). I tend to err on the conservative side when identifying “antiques.” Unless there is a documentable history, either proven through the objects provenance or provenience you are a bit out of luck, at least in my perspective. Start with a documentable age and then, if I were you, I would be content with that.

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