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4th Grade  Project 8 weeks

Time Travelers: California's Journey Mural

Ruben M
Updated
4.2.2
4.2.3
4.2.4
4.2.5
4.2.6
+ 15 more
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Purpose

The purpose of this learning experience is to deeply engage 4th-grade students in understanding the complexities of California's explorer, mission, and rancho periods. Through hands-on and collaborative activities, students will explore historical interactions and their impact, fostering an appreciation for past lessons that inform present-day decisions for creating equitable societies. Students will actively research, interpret, and express these historical narratives through the creation of a mural and spoken word, integrating academic skills, critical reflection, and peer collaboration to build content expertise and communication effectiveness.

Learning goals

Students will develop an understanding of early California history by exploring the interactions between explorers, indigenous peoples, and settlers, emphasizing lessons that can foster equitable societies today. They will enhance their research and critical thinking skills to create historically accurate and creatively expressive murals accompanied by spoken word. Additionally, students will hone their collaboration, communication, and self-directed learning capabilities through co-designing projects, reflecting on personal and historical experiences, and participating in peer and community critiques.

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

Throughout this learning experience, students will create individual reflective journals and collaborate on a research-based art piece, culminating in a vibrant mural depicting the explorer, mission, and rancho periods of California. Accompanying the mural, students will craft and deliver spoken word poetry that captures the essence of the historical period and their learning journey. Additionally, students will produce personal story scrolls reflecting their findings and interpretations of the historical interactions explored in the project.

Launch

Kick off the exploration of California's history by embarking on a field trip to a Chumash site, where students can engage in hands-on activities related to Indigenous culture and life during the explorer period. Following this, invite local historians and experts for an interactive discussion, tying in real-world stories and facts that resonate with the essential question. Complement these activities with virtual field trips through the California PORTS program, allowing students to explore significant sites and stories from the comfort of the classroom, setting the stage for the mural project.

Exhibition

At the end of the project, students will host an engaging exhibition showcasing their mural alongside their spoken word interpretations. This event will bring together students, parents, district guests, and community partners, creating a platform for students to present their work and demonstrate their understanding and insights into early California history. In addition to the main exhibition, each student group will display their research-based art pieces and reflective journals, providing a comprehensive view of their learning process and fostering dialogue with attendees through interactive presentations.