Purpose

Learning goals

Standards

• [California] 4.2.2 - 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.
• [California] 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).
• [California] 4.2.4 - 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.
• [California] 4.2.5 - Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
• [California] 4.2.6 - Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.
• [California] 4.2.7 - Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
• [California] 4.2.8 - Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.
• [Social Justice Standards] AC.3-5.16 - I pay attention to how people (including myself) are treated, and I try to treat others how I like to be treated.
• [Social Justice Standards] AC.3-5.19 - I will speak up or do something when I see unfairness, and I will not let others convince me to go along with injustice.
• [Social Justice Standards] DI.3-5.6 - I like knowing people who are like me and different from me, and I treat each person with respect.
• [Social Justice Standards] DI.3-5.10 - I know that the way groups of people are treated today, and the way they have been treated in the past, is a part of what makes them who they are.
• [Social Justice Standards] JU.3-5.13 - I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.
• [Social Justice Standards] JU.3-5.14 - I know that life is easier for some people and harder for others based on who they are and where they were born.
• [Social Justice Standards] JU.3-5.15 - I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world.

Competencies

• Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
• Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
• Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
• Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
• Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
• Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.

Products

Launch

Exhibition