Tulare County Museum
Teacher Resources
If you are looking for information on local historical points of interest complete with pictures, videos, and information please visit the Tulare County Treasures website at http://www.tularecountytreasures.org/
Download some fun coloring pages below:
Download our mazes and word search below (answer keys provided upon request):
You can complete our digital scavenger hunt, geared toward grades 1-4, in google forms format right here! You can also request to have it shared by emailing aking1@co.tulare.ca.us. There is also a pdf format to download below, with an answer key.
Click here for the pdf version: Digital Scavenger Hunt (Grade 1-4)
School Visits
Fee: $20.00 per group of up to 50 students
Call (559) 624-7326 to reserve a day and time for a tour and/or video!
State Standards
Kindergarten:
K.6.3 – Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).
First Grade:
1.2.4 – Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation and recreation.
1.5.2 – Understand the ways in which American Indians and immigrants have helped define Californian and American culture.
1.5.3 – Compare beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.
Second Grade:
2.4.1 – Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.
Third Grade:
3.2 – Students describe the American Indian nations in their local region long ago and in the recent past.
3.2.1 – Describe national identities, religious beliefs, customs, and various folklore traditions.
3.2.4 – Discuss the interaction of new settlers with the already established Indians of the region.
Fourth Grade:
4.2.1 – Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
4.2.3 – Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).
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.
4.4.3 – Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
4.4.5 – Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.
Fifth Grade:
5.3 – Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.