space.template.1st+Grade+Around+the+World


 * Unit Title: Cultures **


 * Grade Level(s): 1 **


 * Time Frame: 2 Weeks **


 * Theme: Around the World **


 * Subject/Topic Area(s): Spanish Missions in California **


 * Key Words: colony, mission, missionary, expedition, primary source, secondary source, presidio, pueblo, plaza, alcalde, Father Serra **


 * Designed By: David Gantt and Lauren Smitherman **

__** Summary Description of Unit (including but not limited to: curricular and unit goals, context, inclusion of parent participation, use of technology, learning environment considerations, and the unit’s appropriateness for English learners and special needs students): **__

** Stage 1: Identify desired results. ** __** What content standards are addressed? **__

4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre- Columbian societies to the Spanish mission and Mexican rancho periods. 2. Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns. 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. Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America. 5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

__** What enduring understandings are desired (and what misunderstandings will be addressed)? **__ Enduring Understandings: 1. Students might have a vague idea that the missions exist, they might have been to a mission or have seen one. 2. Students might have an idea of the early explorers coming to America from other countries. They most likely have heard of Christopher Columbus. 3. Students are most likely aware of Native Americans (Indians) that lived in America before explorers. Misunderstandings Addressed: 1. Students might believe that the missions have been built recently. 2. Students might believe that the missions exist purely as museums and not understand why they were bullt in early California.

__** What essential questions will guide this unit and focus teaching/learning? **__


 * How and why did Spain begin to settle in California?
 * How did the establishment of the missions help expand Spanish influence in Alta California?
 * How was the Spanish mission system in California organized?
 * Who was Father Serra and how did he influence Spanish expansion in California?

__** What key knowledge and skills will students acquire as a result of this unit? **__ As a result of this unit, students will have a clear understanding of the establishment of Alta California and everything that occurred to bring about the changes to this region. Students will understand Spain's reasoning behind the establishment of the missions and how they were used expand Catholicism and Spanish influence among the native indians. The will have an understanding of daily life on the missions and will acquire skills that allow them to write their own primary source letter pretending they were an active participant during this time period. Students will also develop skills working with Microsoft Powerpoint as they work in groups to create a presentation on a particular mission assigned to them. This activity will also give them the opportunity to develop oral speaking skills. Along with the development of technology and speaking skills, students will acquire skills in visual art as each group creates a shoebox diorama of the particular mission assigned to them with everyday materials gathered from home. Each of these activities will give the students opportunities to develop critical thinking skills in relation to this content material while also further developing skills in both writing and creativity via visual art.

__**// Students will know: //**__
 * The geographic location of both Baja and Alta California.
 * The purpose and reasoning for the establishment of the California missions.
 * The role of Father Serra and Gaspar de Portola in the establishment of the first missions.
 * The purpose of the pueblos and presidios in the mission system.

__**// Students will be able to: //**__
 * Identify the land and sea routes taken to California by early settlers.
 * Describe the hardships the Spanish faced in settling Alta California.
 * Differentiate between primary and secondary sources.
 * Explain how sources can be used to learn about the past.
 * Discuss the importance of Junipero Serra in California.
 * Describe the relationships among soldiers, missionaries, and California Indians.
 * Analyze the reasons for building each kind settlement in Alta California.
 * Tell how the mission system increased Spain's power and spread Christianity.

** Stage 2: Determine acceptable evidence. ** __** What evidence will show that students understand? **__

__** Performance Tasks*: **__ __** * ****// Complete a Performance Task Blueprint for each task (next page). //**__

__** Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): **__

__** Student Self-Assessment: **__

** Performance Task Blueprint ** __** Task Title: **__**___ Approximate time frame:__**


 * What desired understandings/content standards will be assessed through this task? **


 * What criteria are implied in the standard(s)/understanding(s) //regardless// of the task specifics? **


 * Through what authentic performance task will students demonstrate understanding? **


 * // Task Overview (include G.R.A.S.P.S. – //****// goal, role, audience, scenario, purpose, and standards): //**


 * What student products/performances will provide evidence of desired understands? **


 * By what criteria will student products/performances be evaluated? **



** Stage 3: Plan learning experiences & instruction. **

Students will develop and demonstrate the desired understandings through a variety of activities and assessments. Each assessment will show evidence of a different type of learning and a different learning objective. The unit will begin with a direct instruction lesson where the students will be introduced to Baja and Alta California. During this direct instruction, the teacher will introduce lesson vocabulary and important content material and information in the learning objectives. The material will be presented through a Powerpoint presentation which will begin to scaffold information pertaining to the technology portion of this unit. Since the students will eventually be creating their own Powerpoint presentation, the use of a similar technique for presenting the direction instruction will serve as an example for what students will do when they work on their group presentations. Following the creation of a group Powerpoint presentation on one selected mission, the students will be asked to obtain materials and different household objects to bring to class to assist them with the creation of a shoebox diorama of part of their mission. Students will be given approximately three days in class to create their model. After the creation of the diorama, the students will be given the opportunity to display their work in the classroom. One day will be given to walking around and observing each group's work. Parents will be allowed to attend this short period of class time in order to take part in their student's learning and to give the students the opportunity to take pride in their work. This learning experience incorporates the use of visual art and therefore gives students the opportunity to not only expand their understanding of the structure of the missions, but also to develop and expand their creativity within the arts. The students will demonstrate the desired understandings of primary source documents and important figures during this time period through the use of a writing activity. This activity will follow the group Powerpoint presentation and the creation of the shoebox diorama. After a direct instruction lesson on important figures during this time period (Father Serra, Portola, etc) and the value of primary source documents, the students will pretend they are one of these important figures and write a letter to their families describing their experience establishing the missions. This activity will helps students make progress towards several of the learning objectives and is also useful because it incorporates writing skills with social studies content, giving them a dynamic lesson that works across the curriculum.
 * What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? **


 * Consider the W.H.E.R.E. elements, from the //student’s// perspective. **



** Stage 3: Plan learning experiences & instruction. **


 * In what ways will technology be used that will equip students to develop and demonstrate the desired understandings? **

Technology will be incorporated in this unit through the use of Powerpoint. The teacher will teach a direct instruction lesson that will provide an introduction to the Spanish mission system in California. While providing important introductory information in regards to the Spanish missions, the lesson will also be an example to introduce students to the concept of Powerpoint presentations. The students will be divided into groups of three or four students to complete a group Powerpoint presentation. Each group will be assigned a California mission. The group will research the assigned mission using secure internet search engines, such as Google. Each group will use the internet- gathered information to create a Powerpoint to present to the class.

The groups will be assessed on the content that they present as well as their ability to work together as a group. This will be the students' first time using Powerpoint. This project will provide a good diagnostic assessment to determine the students' technological skills.

The parents will be asked to help the students gather materials for the shoebox dioramas. Although these dioramas will be completed in class, the parents and families of the students will be asked to assist their students in gathering materials for the project. The teacher will ask that these materials mainly be gathered from the home (and not bought from the store), to avoid high costs and to provide the students an opportunity to think creatively with the tools that are around them. Some of these materials can include popsicle sticks, rocks, sticks, sugar cubes, etc. The teacher will ask the parents to discuss these items with their student and to assist the student in thinking creatively to create their own mission.
 * What parental/family involvement activities will equip students to develop and demonstrate the desired understandings? **

The parents will be invited to attend the discussion and presentation of the dioramas on the second Friday of the unit (unit day 10). The teacher will include a short letter to the parents on the This activity will take place during the normal social studies time allotment. It will include a short discussion of how the students made their dioramas, materials used, etc. It will also include plenty of time for the students and parents to look at (and make positive comments about) each student's diorama. The teacher will remind the parents that this is a special time to celebrate each student's creative work and not compare or critique the projects.

The parent involvement in this activity is appropriate because it gives the parents an opportunity to be involved in the student's work. However, this assignment will be completed in class to ensure that the assignment is the student's work, and not the work of an artistic parent or sibling.


 * Design a bulletin board (include a sketch) and tell in what ways it will be used to equip students to develop and demonstrate the desired understandings? **

** Stage 3: Plan learning experiences & instruction. **


 * What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? **


 * The following calendar many be used to map the unit sequence. Code each calendar entry with the appropriate initial(s) of the W.H.E.R.E. elements. **

Direct-instruction Powerpoint: Students will be introduced to Spanish exploration and reasoning behind the establishment of California missions.
 * //**Monday**// || //**Tuesday**// || //**Wednesday**// || //**Thursday**// || //**Friday**// ||
 * **1** **(W.H.E.)**

Homework: Finish Cloze activity for the day. Review vocabulary || //**2**// **(W.H.E.)** Direct-instruction Powerpoint: Students will continue to learn about the establishment of the missions and will learn more details regarding mission life and details of each mission.

Homework: Finish Cloze activity for the day. Review information addressed in the lesson and discuss with a parent or family member. || //**3**// **(W.H.E.R.E.)** Begin Powerpoint Assignment: Students will work in groups to create a presentation based on their assigned mission.

Homework: Independently research any information determined by group members. || //**4**// **(W.H.E.R.E.)** Continue Powerpoint Assignment (in computer lab): Students continue to work in groups to create a  Powerpoint presentation based on their assigned mission.

Homework: Independently research any information determined by group members. || //**5**// **(W.H.E.R.E.)**

Present Powerpoint Assignments

Homework: Find Materials around house for Diorama Project ||
 * **6**

Introduction and Begin Diorama Project

Homework: Vocabulary Worksheet || **7**

Continue Work on Diorama Project

Homework: Spelling Worksheet || **8**

Continue Work on Diorama Project || **9**

No Social Science: Computer Lab || **10**

Presentation and Walk Through of Diorama Projects (Parents invited to attend) ||
 * **11**

Direct Instruction Lesson: Primary vs. Secondary Sources || **12**

Students write Primary Souce Letter || **13**

Wrap-up Discussion of Spanish Missions, Vocabulary/ Spelling Review Game (Jeopardy) || **14**

No Social Science: Computer Lab || **15**

Vocabulary and Spelling Quizzes on Key Terms ||