Gerry Silva, Etna Elementary School
Introduction
Standards
Objectives
Activities
Assessment 
Results
Resources
 

 
 


 
 
 
 
 
 
  


Introduction
The missions can be thought of as the first motel chain in California.  Because of their strategic placement (to discourage settlement from other countries) a traveler could spend the night at a different mission for 21 nights (from San Diego to Sonoma). The mission was a welcome sight to a weary traveler who had been on the trail all day. In this lesson the student will learn about the mission system,  choose a mission to research and finally provide a multi-media presentation  for Parent Ed. Night. Insert a brief overview of your lesson plan. Remember teachers are your target audience on this page. You might want to edit this section after you have finished designing your lesson. At that time you'll have a better idea of your lesson plan highlights.
Subject: The California Missions
Topic: Colonization of California
Grade Level: 4
Student Lesson name and URL:
http://ctap295.ctaponline.org/~gsilva/student/
Standards Addressed
Fourth Grade
History/Social Science
The  Colonization of California
 
  • Language Arts: Arts Fourth Grade Standards 1.9, and 1.10 
                    1.9 - Demonstrate basic keyboarding skills and familiarity with
                    computer terminology (e.g., cursor, software, memory, disk drive,
                    hard drive). 
                    1.10- Revise selected drafts to improve coherence and progression
                    by adding, deleting, combining and rearranging text.
 
  • Writing: Fourth Grade Standards 2.3
                    b. Include facts and details for focus 
                    c. Draw from more than one source of information (e.g., speakers,
                    books, newspapers, other media sources)." 
 
  • Written and Oral English Language Conventions: 
                   1.1 "Use simple and compound sentences in writing and speaking. 
 
  •  History/Social Science : Standards 4.2 # 3, 4, 5, & 6. 
                   3. "the Spanish exploration and colonization of California,
                   including the relationships among soldiers, missionaries, and
                   Indians... 
                   4. the mapping, geographic basis of, and economic factors in the
                   placement and function of the Spanish missions... 
                   5. the daily lives of the people, native and non-native, who
                   occupied the presidios, missions, ranchos, and pueblos. 
                   6. the role of the Franciscans in the change of California from a
                   hunter-gatherer economy to an agricultural economy." 
 
 
 
 
 
Instructional Objectives
 
  • 1.Students will  name a mission of choice.
  • 2.Students  will work  individually and together. 
  • 3.Students  will research through the library, internet, or personal interviews (a relative in the area or a visit to the mission site). 
  • 4.  Students will demonstrate an understanding of their mission by responding to the prompts about their mission. 
  • 5.  Students will apply understanding by completing a storyboard  that will guide them through the multimedia presentation. 
  • 6.  Students will critique someone else's storyboard.
  • 7.  Students will develop a HyperStudiopresentation about their California Mission  andshare itduring Parent Education/ Visual and Performing Arts Night in February.
Student Activities
After studying about the Native Americans and the explorers we will talk about  the mission system and each student will choose a specific California mission to research. Using the Internet and other  materials they will respond to prompts on their storyboards as preparation for their HyperStudio presentation. Upon completion of the research, each student creates a presentation using HyperStudio. Before the teacher evaluates the project another student will proof read anothers project. Once the project is complete, the  teacher  will evaluate the project through the use of a rubric.  Finally, in February, during our Parent Ed/ Visual and Performing Arts Night each students finished project will be on display in the computer lab.
 
 
 

Introductory Activity
 

Upon completion of  Native Americans and Explorers  Units we are ready for missions.
1. When the students have read the lesson and watched the filmstrip on missions, have them identify the reasons the Spanish wanted to establish missions.  In the last lesson, students learned that one reason was to bring Christianity to the Indians.  In this lesson, they learn that another reason was to teach the natives to live like the Eurpoeans. When the students have identified both of these reasons, have them try to put themselves in the places of the padres and the Indians 200 years ago.  What reasons might persuade the Indians to change their lives and come to live on a mission? (Maybe a chance at a better life, a chance to learn a new skill, be happier?).  What reasons might the Indians give for not wanting to leave their life? (comfortable with their life now)
2. Look at a map of the missions. Locate El Camino Real.  What was it? (the King's highway-road that connected all the missions) About how many miles separate each mission? (30)  Why were they spaced that way? (It was about a days journey- they would be able to travel up and down the chain and spend the night at a mission rather than out in the open and to establish their claim to California by strategic placement)
3. What factors or conditions would the padres look for in establishing a mission? a) Good soil for farming.  This was the start of agriculture in California. b) Water for the crops and livestock as well as the mission. c) An Indian tribe nearby  to help build the missions, run it and to convert to Christianity.

Enabling Activity(ies)
Choosing a mission and completing a storyboard: (Research and put into storyboard)

  • 1.To describe the physical structure and location of their mission.
  • 2. Find out when their mission was completed (year) and the number in the chain.
  • 3. What their mission was famous for?
  • 4. If there was a presidio near their mission.
  • 5. Identify the agricultural products that the mission produced.
  • 6. Explain what the Indian tribe your mission worked with and what they were taught.
  • 7. What is your mission like today?
  • 8. Identify an interesting historical fact you learned.
  • 9. Identify a fascinating fact you learned.

 

Culminating Activity
Completing a HyperStudio presentation:
After completion of research and storyboard have someone proofread it.
Complete multi-media report using HyperStudio with teacher direction.
  


Assessment
Insert your grading rubric for the culminating activity or a link to your rubric or test document file.
rubric 

Results
After implementing your lesson (sometime between January & March), insert a chart of your pre-test, post-test, and culminating assessment data.
pre-test
post-test
  

Web Resources & Supplementary Materials

Introductory Activity
List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files.

Enabling Activity
List and link the web resources for your learning activity(ies) here. Also link supplementary materials such as PDF files and /or document files.
  http://library.thinkquest.org/3615/tour.html Mission Tour
Culminating Activity
List and link the web resources for this activity here. Also link supplementary materials such as PDF files and /or document files. 



 

Etna Union Elementary
220 Collier Way
Gerry Silva gsilva@sisnet.ssku.k12.ca.us
Last Revised: 00/00/2000 (insert and update last revision date every time you work on this page)