Envisioning the History of Californiaâs Missions - Patricia A. Ingles

The population that makes up the students in the Santa Ana Unified School district in Southern California, and my class, are composed of students that have limited English proficiency. The teaching methods to effectively teach students with Limited English Proficiency (LEP) takes a different approach than teaching students whose primary language is English. As a relatively new teacher, and one that received her teacher training in New England, in a middle class area that was approximately 90% Caucasian, I found my teaching experience in Santa Ana Unified School District to be an enlightening experience. I realized that as I was teaching my students, I was also learning right along with them and from them. The teacher of LEP students has to plan the lessons with three goals in mind: to teach the students the English skills to succeed in school and society, to teach the students the necessary curriculum content for the studentâs grade level in order to achieve academically, and to positively raise their self-esteem along with their cross-cultural awareness. These three goals take the teacher of LEP students away from traditional lesson planning into an area where the teacher plans lessons in order for the students to comprehend academic content while they are learning their English language skills.

The unit I have planned is a visual and interactive representation of the history of California Missions using guided language acquisition for LEP students. The planned lessons are based on the methodology and strategies for Specially Designed Academic Instruction in English (SDAIE), and a program called "Project GLAD, Guided Language Acquisition Design." This is a relatively new program developed out of Fountain Valley School District in Southern California. "Project GLAD" is an exciting program that is based on creating a curriculum which teaches to and from the specific experiences of students, while maintaining high-level expectations for all students. Many of the lessons that have come from this program emphasize classroom processes in which students learn from each other through group work and sharing. If a student is in the pre-production phase of language acquisition, the student can still contribute valuable information while keeping his/her effective filter low, allowing the student to become an active participant in class. Through this type of teamwork, the students develop their Basic Interpersonal Communication Skills (BICS), by using social skills and face-to-face interaction, as they gain exposure to English speaking peers. The students that are able to develop BICS in a positive manner raise their self-confidence and motivation, and this will lead them towards developing the higher-level skills in their second language acquisition.

Having a curriculum built on SDAIE and GLAD techniques, the classroom will have an atmosphere of positive academic development that will enable the teacher to emphasize concept development, verbal and written expression, and communication in a stimulating print-rich environment. Literacy related language skills will be developed through instruction in reading comprehension, the writing process, and the application of higher-order thinking skills, which will lead each student to gain academic success at a pace that is geared toward their own instructional level. Through these concepts, the teacher and the students will be working towards developing complex intellectual skills, critical thinking, and analytical tools.

The thematic unit is designed for a class of fourth grade students that are 98% LEP. The range of students will include pre-production students, where these students have very basic oral English language skills, to students that have intermediate fluency, where these students have good oral fluency but still need to develop reading and writing skills. The school where I teach has a bilingual component, and the majority of my class was taught in Spanish from kindergarten through second grade. These students then spent third grade in a transitional reading program to develop their English reading skills. Now, in fourth grade, these students are taught in English through a variety of techniques and strategies designed for LEP students. Although the unit is planned for fourth grade LEP students, the activities could easily be adapted for use in the middle or high school Social Studies Class or English Language Development class as a special interest unit. It is important to note that these strategies can be used with English only students as well as LEP students, as they represent a variety of good teaching techniques for all students.

Objectives

The topic of California Missions is a high interest area of study for all students and teachers. The students become stimulated and eager to learn using the SDAIE and GLAD strategies, and because the unit is implemented the first trimester of the school year, it helps to create a stimulating environment for the entire year. The students enjoy interacting and taking responsibility for their work with the proper support as they begin to develop their academic skills. This atmosphere allows students to perform at their own comfort level while giving them many opportunities to enhance their English language development (ELD) and their overall academic learning.

After students have completed this unit they will be able to:

1. Identify and describe the three main groups that were involved in the founding of the California Mission system.
2. Discuss the characteristics of the first Californians.
3. Explain who explored the California coast, where they came from, and why.
4. Recite at least one Îfound poemâ from each of the four areas of study.
5. List the resources needed by the Padres to establish a successful mission.
6. Draw and label the layout of a typical mission.
7. Chant (or speak) the "San Juan Capistrano Mission" chant.
8. Describe the class living wall as a retelling of the history of the California missions.
9. Contribute to group project, including written report.
10. Participate, at own comfort level, in the videotaping of each groups presentation representing the students understanding/interpretation of the founding of the California Missions

Upon learning from my principal that I would be teaching fourth grade the following school year, I realized that I would be spending my summer vacation studying the history of California and the missions, since I received my teacher training in New England. The most I recalled studying about California were the infamous "Swallows of San Juan Capistrano" that we read about in childrenâs picture books. I immediately began to collect information and books on the history of Californiaâs missions and began to make plans to visit as many of the 21 missions as I could fit into my familyâs summer vacation. A trip to any one of the missions is an excellent source in gaining an in-depth understanding of their history. There have been countless books written on the history of Californiaâs missions and numerous books on the history of each individual mission. Many of the books contain breathtaking photographs and drawings of the missions and the surrounding regions. There are many resources to expand oneâs knowledge of the missions of California for either the student or the professional. There are a large number of childrenâs books and pictorial histories that are an excellent resource to include any classroom library. In the bibliography section, there is an extensive list of annotated resources to refer to for the preparation of the unit and a list of videos and web sites devoted to the development of the California missions. The following is a brief summary of the developments of the California Missions.

Summary on the Development of the California Missions

The history of the California mission system dates back to the summer of 1769, yet the beginning is traced to 1493, one year after Christopher Columbusâ first voyage. Pope Alexander VI declared that all worthy, God-fearing, skilled, and experienced men should go along with the explorers on their expeditions, and these men were to instruct the inhabitants in the Catholic faith. This immediately brought controversy because the colonists thought the natives were beneath them and had no rights of ownership. The religious men felt that all men were brothers, and these newly discovered lands belonged to the King and then to the natives. The King of Spain used both these opposing forces to further the expansion of the Spanish Empire. The king issued a code of mandatory requirements for the colonies that became the foundation of the California mission system. The code stated: The Indians should be permitted to live in communities of their own; they should be permitted to choose their own leaders and councilors; no Indian was to be held as a slave; no Indian was to live outside his own village; no Spaniard was to stay in an Indian village for more than three days, and then only if he were a merchant or sick; and the Indians were to be instructed in the Catholic faith. With this new code, religious communities began to spring up in Mexico and Central America. The missionaries were supporting themselves and securing frontiers against other European ambitions. They were not given much thought by the King and his viceroys, and yet they provided an inexpensive means of expanding the Spaniardâs possessions.

After the Spanish conquest of the islands of the Pacific, the court of King Philip II became the richest in Europe. The Spanish galleons sailing the vast Pacific needed safe harbors on the western Mexican coast. In 1602, Vizcaino discovered Monterey Bay and first described Upper California as the land of milk and honey. This region had an excellent port, plenty of food and water, settlements of friendly Indians, beautiful meadows, and fertile fields for growing crops. Although Vizcainoâs discovery gave the Spanish no immediate advantages, a hundred years later their influence developed the barren coast of Lower California. The Jesuits established a chain of missions, and they had their own rules and commanded their own security forces.

Eventually, the Franciscans replaced the Jesuits, and Don Gaspar de Portolá placed a soldier in charge of the administration of each mission and limited the Franciscans to religious duties. In a short time, life in the mission system had fallen into chaos because the soldiers searched for the buried treasures that they thought the Jesuits were forced to leave behind. Charles III sent to Mexico two men intent upon claiming California: José de Galvez, the visitador general, and Marques de Croix, the new viceroy. When José de Galvez arrived in 1767, he became aware of the conditions of the missions, and he restored the Franciscans to command.

Father Serra, born November 24, 1713, son of a farmer, received his first education at the Franciscan Friary of San Bernardino. On taking his religious vows in 1730, Serra took the name Junípero, after a beloved disciple of St. Francis of Assisi. Later, the Padre, who was a little over five feet tall, arrived in Mexico. Father Junípero Serra and Gaspar de Portolá, Governor of California, began planning the extension of the Spanish domain into Upper California by expanding the chain of missions northward. Due to many difficulties of the time, Governor Portolá and Padre Serra decided to divide their efforts into segments.

After many hardships, Father Serra and Governor Portolá reached San Diego in July 1769. Despite the bleak situation, Father Serra proceeded with plans to build the chain of missions. Weak and suffering from infection, Father Serra roused the men and they built an enramada, or crude shelter of brushwood. There, Father Serra raised the cross and celebrated Mass with the dedication of the first Mission÷Mission San Diego de Alcalá. Despite the hardships undergone by the early settlers, the determination of Father Serra and his colleagues gave the mission system foundation, and they slowly began to prosper up the coast of Alta California with the twenty first mission in 1823.

As the Spanish colonies throughout the world became self-sufficient, Spainâs power and influence faded. In 1821, Mexico declared its independence from Spain and then claimed Alta California for its own. The Mexican congress, in 1833, passed a bill that ordered the immediate secularization of the missions in California. The action was to transfer all the wealth and property from the missions to the Indian neophytes. Governor José Figueroa was to handle the procedure, yet he felt that the mission Indians were not capable of taking ownership without a certain amount of supervision and education. Figueroa planned to secularize only ten missions the first year. Half of the lands and livestock would be apportioned to the leading Indian families who would not be allowed to sell, trade, or give the land away. The second half, temporarily, would remain under control of the mission fathers who were to continue their religious work. The balance of the mission holdings would then be distributed, providing the Indians made good use of their first property. According to Figueroaâs plan, the mission chapel would become the parish church in the center of an Indian community. The plan might have succeeded had Figueroa lived beyond 1835. The control fell into the hands of greedy politicians who were indifferent to the interest of the Indians and who divided the balance of the mission holdings among their friends and relatives.

In 1850, California joined the Union as a free state. Under the U.S. Land Commission, some mission buildings and land was returned to the Roman Catholic Church that was unable to support all of it. Over the years, the missions were neglected, and parts of the buildings were sold off.

The following exert from The Century Magazine, was printed in December 1890. The title of the article is "Ranch and Mission Days in Alta California," written by Guadalupe Vallejo:

Overview of Thematic Unit

The progression of the unit will follow a timeline theme based on the fourth grade Social Studies textbook. (The book title will be determined when the district adopts the new Social Studies textbooks this summer, so for this unit, I will be using California, Adventures in Time and Space from McGraw-Hill Publishing.) The students will study the Native Americans that first occupied California and the development of the California mission system as required by the districtâs fourth grade expectancies for Social Studies. The length of the unit is approximately six to eight weeks, spending an average of 30 to 90 minutes a day on the unit activities.

The textbook will be the studentâs primary source in following the timeline, but they will have many opportunities to use computers, videos, maps, photos, picture books, and many hands-on activities. Using a wide variety of techniques enables students to comprehend information in a manner where they can succeed. Some of the hands-on activities, depending on the teacherâs resources and the interests of the class, can include the following: a time-line mural, Native American games, making/using Native American tools, Native American masks, dipping candles, weaving activities, mission mobiles, creating a mission television show using a pictorial scroll, 3D representations of mission buildings, mission bells, exploration of types of Mission music, planting a mission garden, creating 2D maps, and adobe brick making. This list consists of activities in which students of all abilities can comfortably participate. The students will continue to develop their skills for working together while they expand their ELD.

Thematic Unit Outline and Lessons

The following section is an outline of the progression of the unit, focusing on the major content areas. The activities were planned using many of the strategies and techniques from SDAIE and GLAD, such as echo reading, found poems, story mapping, developing a rap or chant of key concepts, quick writes, literary posters, popcorn reading, Îthink, pair shareâ, poetry, character sketches, learning logs, big book making, vocabulary charts (including lists of similes, verbs adjectives) for easy access, and graphic organizers of various types. The lessons are highlights of three techniques that are excellent for working with LEP students. These three lessons allow all students, regardless of their English proficiency, to participate in the class activities. As a means of closure to the unit, the students will develop a visual retelling of the mission history that will be videotape and shared with the three other fourth-grade classes.

Outline of Thematic Unit

1. Introduction to the unit: California Missions.
1. Native Americans, European Explorers, the Padres, and California Missions.
1. Building Background
1. New Social Studies unit, preview text, overview of activities.
1. Discussion of Time Line for the unit and following units to be used throughout the year.
2. Read aloud A Mission for the People, and discuss in grand conversation.
3. Introduce KWLH Chart, and explain each component (H-How I learned).
1. Fill in the K component.
4. Introduce the video series-California Missions, and discus other videos (Watching one segment daily).
5. Develop the "W" component of KWLH chart.
2. Introduction of the Social Studies text, unit 2.
1. Chapter 3÷Preview chapter headings, vocabulary, pictures and formulate student-generated questions.
1. Focus on time line.
1. Questions:
1. Where did the North Americans come from? (Asia)
2. What did hunters use to make arrowheads? (Stones)
3. What did the Miwok harvest from oak trees? (Acorns)
4. What did the Cahuilla use to farm in the desert? (Irrigation)
2. The First Californians.
1. Native Americans, culture, diversity, and regions.
2. Pacifica Coast Native Americans.
3. Desert & Central Valley Native Americans.
3. European Explorers to California.
1. Chapter 4÷Preview chapter headings, vocabulary, pictures and formulate student-generated questions.
2. Time Line & Questions.
1. Whom did Hernán Cortés defeat? (The Aztec emperor Moctezuma II)
2. Who explored the Californian Coast? (Juan Rodrígues Cabrillo)
3. What did Francis Drake need to repair? (His ship)
4. What cargo did Sabastián Rodríguez Cermeño have on his ship? (Silks, jewels, and spices)
3. Spanish claims on California.
4. Voyages along Californiaâs coast.
1. Bring together a connection of sections II & III. Compare and contrast the Native Americans and the European Explorers, using a semantic map.
4. The Spanish Influence on California.
1. Chapter 5÷Preview chapter headings, vocabulary, pictures and formulate student-generated questions.
2. Time Line & Questions.
1. What did Gaspar de Portolá lead? (The "Sacred Expedition")
2. Who founded Mission San Diego de Alcalá? (Father Junípero Serra)
3. What was the first Spanish town in California? (San José)
4. What did Toypurina and Nicolas José lead at Mission San Gabriel? (A revolt)
3. "Sacred Expedition."
4. Spanish Settlements.
5. The Mission Style÷brief overview.
5. California Missions.
1. Time Line of Californiaâs Missions on Map.
2. Living at Mission San Gabriel.
3. The Missions
1. Founding of the missions.
2. Local Native Americans.
3. Economy of the Missions.
4. The Mission Community.
5. Secularization.
6. The current state of Missions.
7. Revisit KWL-H Chart, and fill in L & H.
6. Focus Study of Mission San Juan Capistrano.
1. Founding of the Mission.
1. Daily Life.
1. Mission Kitchen.
2. Mission Candles and Soap.
3. Mission Weaving.
4. The Tannery.
5. Mission Bells & Music.
6. The Swallows of Capistrano.
2. People of the Mission.
1. Padres, Friar Junípero Serra.
2. Native Americans.
3. Spanish Soldiers.
4. Look into a day in the life of·
3. Mission Layout
1. Students make various layouts of Mission San Juan Capistrano.
1. 3D model.
2. Pictorial representation.
3. Map of layout.
4. Studentsâ own projects.
4. Field Trip to Mission San Juan Capistrano.
1. Students will spend a day at Mission San Juan Capistrano where they can put into meaningful context the information they have been learning.
7. Closure of Unit
1. Students will make a video representation based on their understanding/interpretation of the founding of the California Missions.
1. Based on the various studentsâ strengths, the video will include different presentations from groups of students.
2. A Multimedia Presentation videotaped.
1. Role-play of a Native American/Spanish meeting.
2. Chants of facts that students have learned.
3. Visual display of layout of Mission San Juan Capistrano.
4. A pictorial history of the 21 Missions.
5. Documentary of the classesâ work on unit.

Lesson: Found Poem on the Hupa Native Americans.

Purpose: To teach students how to extract key pieces of information from

Procedure:

1. Motivation: Explain to the students that we are going to make one of our Îfound poemsâ using the highlight tape, and add the poem to our Social Studies folder. The students love to do any activity that involves using the highlight tape.
2. Read pages 68 + 69 aloud as the students follow along in their own books. Discuss the Hupa Native Americans as a whole group, commenting on several of the key points from the reading.
3. Explain to the students that they are going to re-read the section of the book in their Social Studies groups, noting the key pieces of information and highlighting the words with highlighting tape. (Review a previous poem with students as a mean of reinforcement, if necessary.) Remind the students that we usually only pick up to ten key concepts and only add connector words.
4. Have the students begin, allowing up to 20 minutes for the groups to re-read and highlight their choices. As groups begin to discuss their choices, pass out paper and markers.
5. Assist students with their writing if needed, referring students to dictionaries for correct spelling.

1. As the groups finish, tack the poems on the board and then have each group present their poem. Ask the groups to read each poem, reminding students to share only positive comments about other studentsâ work.
2. The class decides which poem represents the key information, or they can reorganize a poem, and then the poem is added to their California Missions folder along with their previous work on the unit.

Hupa, A wealthy people Northwest Coast Filled with salmon Acorn harvest

Fertile valley of the Trinity River Hupa villages Houses made of cedar planks Sweathouses, temescals Wealthy family many deerskins Religious ceremonies
 

Lesson: Mission San Juan Capistrano Chant

Purpose: To assist the LEP students in the acquisition of academic language as they continue to develop their English language skills.

Materials: Studentsâ Social Studies folders, large poster paper, markers.

Procedure:

1. Motivation: Refer students to the previous chant that the class made from the Social Studies unit on California Geography. Discuss how we used facts to make the chant to help use remember the information. Ask students if they can still remember the chant, and if they would like to recite the chant.
2. Ask students to refer to their Social Studies folder, and remind the students they can refer to the living wall also. Explain that we are going to list on the board information about the mission we have learned. Some information may need to be added if students do not mention them.
3. Model for the students how I think aloud as a means of organizing my thoughts so I can begin to start developing a new chant. Explain how I go over the key vocabulary and check the list on the board.
4. Model the making of the first stanza, and the chorus, as a model for the students to follow. Explain to the students that my chant is based on the rhythm from the song "Sound Off" that they hear the soldiers singing in movies. Then work with the class to continue with the making of the chant. Frequently stop to recite the chant to insure the flow of the stanzas.
5. When the students have used all the facts from the board and feel they have finished, have the class recite the chant several times.

Alta-California Junipero Serra Missions 21 Jewels

Juaneños Capistrano Franciscans San Diego Alcalá

Church 1776 Adobe Earthquakes Wiki-ups

Conquistadors El Camino Real Swallows Historic sites
 
 

Example of Pictorial/Narrative Input Living Wall

Lesson: Pictorial/Narrative Living Wall.

Purpose: To give the students a visual representation of the content, allowing the students

studentsâ Social Studies folders.

Procedure:

Motivation: Review previous sections of the living wall with students, focusing on vocabulary usage.

1. Discuss the different areas of the San Juan Mission that we visited and have discussed in class, such as church bells, church, Serra Chapel, Padreâs quarters, workshops, storerooms, adobe bricks, quadrangle layout, etc.
2. As students discuss an area of the mission, the teacher draws the outline of that area with a marker. An important note: The outline of the drawings for the living wall is done ahead of time, using an overhead projector and tracing in pencil. This allows the teacher to display accurate representations, while allowing for the teachers that are not artists. In addition, the students enjoy seeing the pencil outline and find it humorous that their teacher has a deficit in drawing.
3. The drawing continues until complete, and the students have reviewed all key vocabulary and facts.
4. The students share a piece of information on an area of the living wall and then get to color that area. A management technique is to keep track of who has not had an opportunity to color and would like to, so that all students can have an opportunity.

Closure
 
 

The primary objective of the unit is to provide LEP students with opportunities to gain success through a variety of means while teaching them the necessary academic and organization skills. Each student will have a Social Studies folder to keep all their related materials in, as a means of keeping themselves organized and as a resource they can turn to when needed. The unit is planned for six to eight weeks, and the students will need help keeping their work organized. A good management tool is to have a table of contents in the studentsâ folders and a larger version posted in the classroom to assist the students in keeping their work organized.

A majority of the work that is in the folders is various representations of the information studied. Examples to be included are graphic organizers, Venn diagrams, pictorial organizers, KWL-H chart, found poems, chants, interactive journals, narrative input charts, and character sketches. Each day, students will add the key concepts from their activities to the learning logs inside the cover of their folders. These concepts in the logs can be pictorial, key vocabulary words, or sentences based on the studentâs ELD level. The focus of the learning logs is to review the dayâs work and to revisit previous work. The students know they have a source to refer to which assists them in accessing the key concepts, either vocabulary words or pictures, which they have in their minds but are struggling to recall. For example, when a student is trying to recall what the Native American women harvest each fall, the student can look into their learning logs and look for clues that will help trigger the information they need. The student can also refer to the living wall, focusing on the Native American village and the women working with the ACORNS, and the student will now have the answer that he/she was looking for. As they are going through their learning logs, folders, and visuals around the class, they are also reinforcing the other concepts studied.

As the students learn to work together and to share information, they will begin to develop a class project as a means of closure to the unit. The class divided into four cooperative groups will decide on a topic from one of the four areas studied: Native Americans, European Explorers, the Padres, and the mission system. The groups will have several choices on how to present their topics. The choices will include ideas, such as the students creating their own skits and using the materials they have, the students creating their own version of their topic, a pictorial time line, a multimedia presentation, a replica of a mission, or any ideas the student may develop.

Each member will be required to turn in a written report, along with the group presentation. The reports will have a basic outline that a limited English learner will be able to complete, yet a proficient English learner will be able to expand the report to his/her ability level. The primary goal of the written report is to give the students exposure to research reports. The focus will be on the content with little emphasis held on the mechanics of the report.

The final component will be the videotaping of each group presentation as a documentary representing the studentsâ understanding/interpretation of the founding of the California Missions. Several students will introduce the video and act as narrators throughout the video. The Native American group would perform a skit of a day in the life in a Native American family. Next would be a presentation of the European Explorers. This could be a pictorial presentation, showing their role in the missions. Then the Padre group could give an oral explanation of the classes living wall as a means to explain the Padreâs relation to the missions. The final group would present their model of San Juan Capistrano Mission and give a brief history of the mission. As a closing to the presentation, the students would show a multimedia display of their field trip to San Juan Capistrano Mission on the computer and perform the chant they developed for San Juan Capistrano Mission. The class would then invite parents and the principal to a Îmovie premiereâ of their video.

The students become stimulated and eager to learn through the use of the SDAIE and GLAD strategies. This, in turn, creates an atmosphere that allows the students to perform at a level where they can take ownership and pride in their work. The students will enjoy the interaction, and the learning environment will be filled with students eager to learn. The teacher would gain enthusiasm and enjoy teaching the class as much as the students enjoy being in class. What teacher would not get enthralled in all the excitement of his/her classroom? And we all know what a fantastic year of teaching and learning we would have.

Beoule, Marry Null. The Missions. Tahoe City, CA.: Tioga Publishing Company, 1991. Good resource for mission reports and mission model-making.

Brown, H Douglas. Principles of Language Learning and Teaching/ H. Douglas Brown-3^rd. Ed. Englewood Cliffs, New Jersey: Prentice Hall Regents, 1994. A comprehensive analysis of theories, research, and practice in foreign and second language learning.

Cummins, Jim. Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: Association for Bilingual Education, 1996. An interesting resource that contains useful information in relation to teaching multicultural students with various primary languages.

Dines, Glen. Golden Cities, Golden Ships, Early Spanish Explorers of California. New York: McGraw-Hill, 1968. Chronicles of the sea voyages and overland explorations of Cabrillo, Ferrelo, Vizcaíno, Portolá, and Ayala.

Faber, Gail. Whispers Along the Mission Trail. CA: Magpie Publications, 1986. A history of explorations of the California Coast, and the establishing of the chain of Missions.

---. Teachers Edition to: Whispers Along the Mission Trail. CA: Magpie Publications, 1986. Guide for teachers exploring missions, including activities.

Ketenchian, Azniv. California Missions Teacherâs Guide. Los Angeles: Huell Howser Productions, 1998. A guide to go along with the video series "California Missions." The guide provides lessons, activities and supplemental resources that an educator may choose to use.

Keyworth, C.L. California Indians. New York: Facts on File, 1991. An illustrated encyclopedia of Native American Indians that lived in California.

La Pene, Frank, and Craig D. Bates. Legends of the Yosemite Miwok. Yosemite National Park: Yosemite Natural History Association, 1981. Indian stories, including Miwok histories of Half Dome and El Capitan in Yosemite National Park, to read aloud.

Leyba, Charles F. Schooling And Language Minority Students: A Theoretical Framework. Los Angeles: Evaluation, Dissemination and Assessment Center, 1994. A publication of a comprehensive and understandable review of research on language minority education. Especially notable are works from Jim Cummins and Stephen D. Krashen.

Nieto, Sonia. Affirming Diversity. The Sociopolitical Context of Multicultural Education. New York: Longman Publishers, 1996. A collection of case studies of students in regard to their multicultural education as a means to gaining insight to improve our teaching of students.

Petersen, David. Ishi: The Last of His People. Chicago: Childrenâs Press, 1991. The story of Ishi, the last Yahi Indian who came from hiding in 1911 and lived in the University of Californiaâs Museum of Anthropology.

Vallejo, Guadalupe. Ranch and Mission Days in Alta California. The Century Magazine, December 1890, Vol. XLI, No.2. Museum of the City of San Francisco, www.sfmuseum.org/hist2/rancho.html

Womack, _M.Ed., Randy L. California Early History. Redding, CA: Golden Educational Center, 1997. Ready to use activities of Californiaâs early history at a fourth or above reading level, with information pertaining to each mission.

Curry, Jane Louise, re-teller. Back in the Beforetime: Tales of the California Indians. New York: Margaret K. McElderberry Books, 1987. Twenty-two legends from several California Indian groups that where gathered for reading aloud.

Doyle, Bob; Editorial Director. The California Missions, A Pictorial History. Menlo Park, CA.: Sunset Publishing Corporation, 1995. Excellent pictorial resource for a brief overview of missions, including facts, recipes, chronology, and visitors guide.

Eargle, Dolan H., Jr. The Earth is Our Mother: A Guide to the Indians of California, Their Locales and Historic Sites. San Francisco: Three Company Press, 1986. A guide to early Native people of California, including events and calendars.

Kalman, Bobbie and Greg Nickles. Historic Communities: Spanish Missions. New York: Crabtree Publishing, 1997. A look at life in the missions, with both Spanish and Native American perspectives.

Krieg Publishing. San Juan Capistrano, Old Mission. Los Angeles: Krieg Publishing Co., A pictorial tour of San Juan Capistrano Mission with text revisiting some of the history of the Mission.

Lemke, Nancy. Missions of the Southern Coast. Minneapolis: Lerner Publications Company, 1996. Charts the histories of the California Missions of San Diego de Alcalá, San Juan Capistrano, and San Luis Rey de Francia and briefly describes life among the Native Americans of Southwestern California before the arrival of the Spaniards.

        --- Missions of the Los Angeles Area. Minneapolis: Lerner Publications Company, 1996. Charts the histories of the California Missions of San Gabriel Arcángel, San Fernando Rey de España, and San Buenaventura and briefly describes life among the Native Americans of the Los Angeles Area before the arrival of the Spaniards.
        ---. Missions of the Inland Valleys. Minneapolis: Lerner Publications Company, 1996. Charts the histories of the California Missions of San Luis Obispo de Tolosa, San Miguel Arcángel, San Antonio de Padua, Nuestra Señora de la Soledad and briefly describes life among the Native Americans of the Inland Valley Area before the arrival of the Spaniards.
        ---. Missions of the Monterey Bay Area. Minneapolis: Lerner Publications Company, Charts the histories of the California Missions of San Carlos Borremeo de Carmelo, Dan Juan Bautista, and Santa Cruz and briefly describes life among the Native Americans of the Monterey Bay Area before the arrival of the Spaniards.

        ---. Missions of the San Francisco Bay Area. Minneapolis: Lerner Publications Company, 1996. Charts the histories of the California Missions of Santa Clara de Asís, San José de Guadalupe, San Francisco de Asís, San Rafael Arcángel, and San Francisco Solano and briefly describes life among the Native Americans of the San Francisco Bay Area before the arrival of the Spaniards.

Linse, Barbara and George Kuska. Live Again Our Mission Past. Larkspur, CA: Artâs Publications, 1998. An excellent resource for all content areas, includes English and Spanish text. This edition has been approved by the California State Department of Education.

Reinstedt, Randall. Tales and Treasures of Californiaâs Missions. Carmel, CA: Ghost Town Publications, 1992. (A History and Happenings of California Series.) Packed with facts, legends, and lore about seven missions that bring the reader into the legacy of California Missions and the communities that grew up around them.
Rickman, David. California Missions Coloring Book. New York: Dover Publications, Inc., 1992. A collection of realistic vignettes, recreating various aspects of mission life, ready to color. An informative caption accompanies each illustration.

Scenic Art. California Missions, A Pictorial Tour. Hong Kong: Scenic Art, 1997. A beautiful book with many pictures and brief descriptions of each mission.

Shangle, Barbara. California Missions. Beaverton, OR: American Products Company, 1998. A beautiful pictorial survey of 21 California Missions.

Van Steenwyk, Elizabeth. The California Missions. New York: A First Book (Franklin Watts). 1995.The history and life of the missions are shown in colorful photographs and discussed in detail.

Young, Stanley. The Missions of California. San Francisco: Chronicle Books, 1998. An excellent collection of color photographs and informative text giving the reader a complete tour of the 21 California Missions.

Bellerophon Books. California Missions, The Earliest Series Of Views Made in 1856. Santa Barbara: Bellerphon Books, 1997 The journal and drawings of Henry Miller as he traveled through the California Missions.

Dorris, Michael. Morning Girl. New York: Scholastic, 1992 A twelve year old girl and her brother vividly recreate life on a Bahamian island in 1492.

Fraser, Mary Ann. A Mission for the People: The Story of La Purisima. New York: Henry Holt and Company, 1997. A beautifully illustrated picture book on the development of the La Pursima Mission.

List, Gloria. The Journey. San Bernardino, CA: Fingerprint Books, 1995.  A beautifully illustrated story of a young swallows journey to Mission San Juan Capistrano.

OâDell, Scott. Island of the Blue Dolphins. New York, Bantam Doubleday Dell Books for Young Readers, 1960. The story of Karana, an Indian girl who lived alone on the Island of the Blue Dolphins.

OâDell, Scott. Zia. New York, Bantam Doubleday Dell Books for Young Readers, 1989. The continuation of the Island of the Blue Dolphins.

Smith-Trafzer, Lee Ann, and Clifford E. Trafzer. Creation of a California Tribe. Newcastle, CA: Sierra Oaks Publishing, 1988. A Maidu elder tells stories about the Maidu tribe creation, lizard, and Salt Man, to his granddaughter who is in fourth grade.

California Missions. A series of eight videos written and produced by Huell Howser, funded by Mervynâs California. Huell Howser visits each mission and talks with people associated with each mission. An excellent video series, and a Teacherâs Guide is also available.

California Missions Video #101

• San Diego de Alcalá
• San Luis Rey de Francia
• San Juan Capistrano
 

• San Gagriel de Arcángel
• San Fernando Rey de España
• San Buenaventura

• Santa Bárbara
• Santa Inés
• La Purísima Concepción

• San Luis Obispo de Tolosa
• San Miguel Arcángel
• San António de Padua

California Missions Video #105

• Nuestra Señora de la Soledad
• San Carlos Borromeo de Carmelo
• San Juan Bautista

California Missions Video #106

• Santa Cruz
• Santa Clara de Asís
• San José

California Missions Video #107

• San Francisco de Asís
• San Rafael Arcángel
• San Francisco Solano

California Missions Video #108

• Asisténcia de San António de Pala

Mission Life. Barr. 22 Minutes. The daily activities of the Mission Native Americans, with narration by a padre writing in his journal.

Missions, Ranchos and Americans. Oxford Films 14 Minutes, color. Californiaâs roots are shown through such sources as a dairy and folk art.

California Missions. R.K.O. 10 Minutes. Shows the Mission trail and traces the history and development of the Mission to show their purposes. Missions are shown past and present.

Missions of California #7-Class Project: The Making of a Mission. CTC. 10 Minutes, color. Students are at a mission, and are shown building adobe bricks just as mission Native Americans did.

Basketry of the Pomo-Techniques. I.C. 33 Minutes. The film shows the California Pomo Indian Women gathering and preparing the material for their basket making.

The Indians of California, Part I and II. Barr. 29 Minutes. Trading, cradle and basket making, house building, deep hunting, gathering and preparing acorns are among the aspects of California Indian life shown.

California Mission Studies Association <http://www.ca-missions.org> Extensive site, including a mission directory with information about each mission, illustrated glossary of mission related terms, links to pictorial sources, and annotated links to other related sites.

California Missions <http://www.bgmm.com.missions/index.htm> An interactive map providing students with fast facts about each along El Camino Real.

California Missions On-Line Project <http://www.cuca.k12.ca.us/lessons/missions/missions.html> Detailed information on specific missions for students and resources for teachers.

California Mission Sketches by Henry Miller, 1856. <http://sunsite2.berkeley.edu:28008/dynaweb/oac/calher/miller> Thirty-eight pencil sketches called "the earliest known attempt" to show the California Missions in a series.

The Mission Era: California Under Spain and Mexico and Reminiscences,ca.1850-1878. <http://sunsite2.berkeley.edu:28008/dynaweb/oac/calher/vischer/> Forty-nine watercolors of the California Missions by artist Edward Vischer (1808-1878).

California Mission Interactive <http://tsoft.net/~cmi/> In 1995, two bicyclists on a self-contained tour of twelve California Missions.