The inquiry task guides the students is to understand how their life has been affected by the presence of Spain and Mexico in Alta California. 

 

The objective for this inquiry text is for students to dig deeper on how their life could have been different if California was still a part of Mexico. 

B.    Sources

Google

Pictures to view comparisons: a picture of Alta California vs. Modern California. 

Pictures of how California Native Americans lived before and after the exploration of Spain. 

Pictures of street signs, food, locations and monuments that may have been influenced by Mexico. 

C.    Introducing the Inquiry

n  The teacher will start with showing the students pictures of street names,  Mexican food restaurants, and missions created by the Spanish. This will put the idea of the lesson in the students head and offer a guiding question. The teacher will ask the students to ask why Mexico and Spain might have an influence on California. 

n  The teacher will then show pictures of Alta California and ask if the students knew the history of California. The teacher will then show a present picture of California and have to students create a Venn Diagram. 

n  The teacher will show pictures of Missions ranging from San Juan Capistrano to San Diego and ask if there is any relevance in distance from where we live now. The students will then use the classroom chrome books to research California missions on google pictures. 

n  The teacher will ask the students of their prior knowledge of California and if they have ever though about the influence other countries might have on us and how we live today. 

D.    Conducting the Inquiry

Source 1: Analysis and Drawing Evidence-

n  The students will read chapter two, “How did early Europeans come to California?” and chapter three, “How did the Spanish change how California Indians lived?” in History-Social Science for California, Our California by Scott Foresman. The students will then analyze the pictures and do a mental compare and contrast.

n  The teacher will then ask the students how do they think the Native Americans felt about the European Exploration and how it changed their life. 

n  Prompting Question- Do you think Native Americans and Spanish got along?

Source 2: Analysis and Drawing Evidence:

n  The students will then be shown graphic evidence of the Spanish and Mexican influence in California. Such as street names, restaurants, architecture to realize how much influence there is all around us. The students will then reflect on something directly related to their own life that is influenced by Spanish and Mexican influences. 

n  The students will then listen to an audiobook called Cinco De Mayo by Mary Dodson Wade. This book will introduce Mexican holidays and how they came about and why we celebrate them in California. The book will also introduce games, traditions, foods, dancing and music that has been influenced by Mexico. 

n  Prompting Question- Is something in your everyday life influenced by Mexico or Spain?

 

Source 3: Analysis and Drawing Evidence: 

n  The students will read Lesson 7, “How did the Mexican War for Independence affect California?” and be assigned a worksheet on the Cause and Effect of the war and five short answers. After, the students will read a short excerpt about Miguel Hidalgo and have a short class discussion on why he is considered to be the Father of Mexico.

n  The students will then popcorn read Lesson 8, “How did Mexican rule affect California?” The students will construct a Venn Diagram to compare and contrast Mexican and Spanish rule. 

Synthesizing the Evidence-The students will be placed in table groups and they will use their information and draw a picture of what they think California looked like when the European Explorers arrived. They will have this information from reading Lessons 2 through 4. Then the students will draw a picture of what California looked like when the Mexicans won the war for independence. The students may also choose to draw the difference between Missions (Spanish) and Pueblos/Ranchos (Mexican). Thirdly the students will draw something modern from today. For example, the beach, a house, land formations, or something modern that has Spanish or Mexican influence. They will then paste this on a larger piece of paper. The students will then leave it on their table and do a gallery walk. 

E.    Responding to the inquiry question:

n  Lesson 1: The students will be asked to write down the things they think would be different if California was still under Mexican rule. The will work with their elbow partner to compare and share ideas. For example, do they think the social class would be different? Do they think the geographical locations of cities or the map of California could be different? Would they live in the same type of house? Would their parents work the same jobs? Would we eat the same food?

Lesson 2:  Writing an Opinion

            The students will write their opinion to address the question. 

Differentiation: 

            -Write an opinion piece

                        -Some students will write multiple paragraphs

                        -Some students will write a complete paragraph

                        -Some students will write a few sentences 

Teacher will provide a template to scaffold student writing. A sample of this can be found towards the bottom of this document. 

n  Lesson 3: The students will then will then use a chrome book computer and research their last names and find the origin. The students will then draw a picture they relate to the meaning of their last name. For example if their name is originated in Mexico City, Mexico the students may draw a monument in Mexico City. 

 

Prompt: How California would be different if under Mexican rule still.

Introduction: If California was still under Mexican rule: 

FOOD:_______________________________________________________________________

HOUSES:_____________________________________________________________________

JOBS:________________________________________________________________________

MUSIC:______________________________________________________________________

SOCICAL CLASS:_____________________________________________________________

2)    Activity one in the inquiry section will be assessed. This task will be assessed because I want the students to use their imagination and facts. When having a class discussion, all my students seemed to have family in Mexico or visit Mexico often. I used to this my advantage and related their family members lives (or their visits) to the lives they have in California. The struggling students will also be able to use this as their writing prompt and frame. With multiple English Learners, I anticipate students only using this frame. The students will be assessed by the amount of ideas they write down.

3)    Activity two of the inquiry section will be assessed as well. For the students who are not struggling, I expect them to use facts from the text to support their opinion. The students will also have to develop their ideas from the frame and write a developed opinion essay. The students will be assessed on their writing ability, grammar and their ability to make inferenced about how their like could be different. The students will receive a grade of one through four. Four being the highest score and one being the lowest. I expect my students to receive threes. 

Our communities: History-social science for California. (2006). Glenview, IL: Pearson/Scott Foresman.

            This textbook introduces early Californian Indians and European Exploration. 

Bullard, L., & Conger, H. (2012). Marcos Cinco de Mayo. Minneapolis: Millbrook Press.

Photo of Mission location retrieved from:

Photo of early California Timeline retrieved rom:

Photo of  Alta California retrieved from:

Pictures of Rancho, Mission and Pueblo retrieved from:

https://waterandpower.org/museum/California_Historical_Landmarks_Listing_LA.html