|What Happened to the Serrano?
Purpose: Children will develop research and writing skills, while learning about the effect that immigration had on the Native Americans.
Length: This activity will take aproximately 3 hours:
1 to 1 1/2 hours computer/ research time
2 hours classtime making timeline and paragraphs.
- At least 2 hours reserved in the computer lab
- white paper and pens/markers for timelines
Historical and Social Sciences Analysis Skills: Grades K-5
Chronological and Spatial Thinking:
Students place key events and people of the historical era they are studying both in a chronological sequence and within a spatial context; they interpret timelines.
Students summarize the key events of the era they are studying and explain their historical contexts.
H/SS Standard 3.2
Students describe the American Indian nations in their local region long ago in the recent past, in terms of the interaction of new settlers with the already established Indians of the region.
Language Arts: Grade 3
1.0 Writing Strategies: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They sucessfully use the stages of the writing process. Students will:
1.1 Create a single paragraph that
- develops a topic sentence
- includes simple supporting facts and details
H/SS Standard 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, in terms of the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries and Indians.
Language Arts: Grade 4
1.0 Writing Strategies: Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing considers audience and purpose. They sucessfully use the stages of the writing process.
San Bernardino County Superintendent of Schools
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