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Judy Juarez
Professor Macias
LBS 400-01
March 21, 2015
History Reflection
Part of the History-Social Science Framework for California Public Schools that really caught
my attention was the idea behind [the framework writers] want all students to become prepared
to participate successfully in events of local, state, national, and international significance. To do
so, [students] need a solid background in history, the social sciences, and the humanities. The
History Framework is aware that todays students will live in the fast pacing twenty-first century
and because of this, students will experience change much quicker than previous generations of
students. The History-Social Science Framework covers disciplines such as history, geography,
economics, political science, anthropology, psychology, sociology, and the humanities quite
the mouthful. At first glance, it is easy to understand why future teachers and current teachers
might feel overwhelmed at trying to approach such a broad concept and try to teach it to students
who might not even be fully aware of the local news that are flowing around him. Aside from
this, teachers should be able to ensure that students understand the past, and have a deep
understanding of individual and social ethics. This means that students know and recognize the
connection between ideas and behaviors, between the values and ideals that people hold and the
ethical consequences of those beliefs. Building connections between past events and events that
are happening now and what lead to or similar events in the past.
The artifact that I chose for the History section was a paper I wrote for LBS 375California History titled, California Indians in the time of Spanish Colonization. This was the

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first paper (DBQ) we wrote for the class. The paper describes the tasks that the Spanish coerced
the native Californians to endure, the destruction of families, and the complete change of the
religion and landscape of California. I also included a powerpoint for a group presentation we
had to do for LBS 375. The presentation had to be on a potential field trip we might execute once
we were teachers. Aside of choosing why the location might be ideal, we had to look into all the
logistics that accompany the formation of a field trip. From field trip slips to bus reservations to
making sure the museum will take you in, we had to make sure everything would go smoothly.
These two artifacts go well together because by doing similar projects, students are able to learn
the academic portion of the subject and then are able to see authentic relics that were left behind
and rediscovered.