|Content Provider||Fresno Pacific University 2011-12, 2012-13|
1717 S. Chestnut Ave.
Fresno, CA 93702
Phone: (559) 978-2048
Fax: (559) 453-2006
|Program Type||Individual Program|
|Program Rating||based on 33 evaluation(s).|
|Target Audience||Education: Grade(s): 3, 4, 5, Adult Learners|
|Maximum Number of Participants||60|
|Minimum Number of Participants||no minimum|
|Primary Disciplines||Collaboration, Economics/Business, Language Arts/English, Performing Arts, Reading, Social Studies/History|
|Secondary Disciplines||Performing Arts, Social Studies/History|
Pinnacle Award Winner: 2011-2012,2012-2013
New! Connect with Father Serra anywhere using your laptop with camera! More information in the section, Technology Specifications. The work and determination of Father Serra changed California forever. Come with us and discover that history is more than just dates and events. Students will learn why the missions were built, the impact they had, and how they operated. Father Serra will be interacting with viewers through historical media and video. Our hope is that your visit with Father Serra will give your class an appreciation of the impact he had during the California mission era and beyond.
2. Participants interact with Father Serra throughout the program
3. Father Serra's early years
4. His success in Mexico and his call to Alta CA
5. Participants will learn about adobe bricks, the mission bells, El Camino Real, CA Coastal Indians, and more
6. We view videos of adobe brick making, and one CA mission
The participant will:
-identify the early land and sea routes used by Father Serra and Gaspar de Portola
-explore the reasons why the missions, presidios, and pueblos were settled in Alta California
-view videos that help develop the sense of the awesome task the Franciscan Padres faced during the mission era.
-list the effects the missions had on natives and the local mission economy
|National/Common Core Standards to which this program aligns||
As a result of activities, students should develop understanding of:
-Analyze geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region.
-Examine visual data in order to describe ways in which early settlers adapted to, utilized, and changed the environment.
Use a variety of sources to construct a historical narrative about daily life in the early settlements of the state.
-Develop a timeline on their state or region and identify the first inhabitants who lived there, each successive group of arrivals, and significant changes that developed over the history of their state or region.
-Examine photographs and pictures of people from the various racial and ethnic groups of varying socioeconomic status who lived in the state 100-200 years ago in order to hypothesize about their lives, feelings, plans, and dreams, and to compare ways in which their experiences were similar and different.
-Analyze the significance of major events in the state's history, their impact on people then and now, and their relationship to the history of the nation.
-Identify historical problems or events in the state and analyze the way they were solved and/or the ways that they continue to be addressed.
-Analyze how the ideas of significant people affected the history of their state.
-Draw upon data in historical maps, historical narratives, diaries, and other fiction or nonfiction accounts in order to chart various movements (westward, northward, and eastward) in the United States.
-Gather data in order to describe the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and the expansion of the United States, including examples such as Spanish colonization in the Southwest.
-Compare and contrast the behaviors of hunters and gatherers with those of people who cultivated plants and raised domesticated animals for food.
-Investigate the development of extensive road systems;and the interstate highway system in order to explain the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments.
|State/Regional Standards to which this program aligns||
CALIFORNIA STATE STANDARDS
-Students draw from historical and community resources to organize the se quence of local historical events and describe how each period of settlement left its mark on the land.
1. Research the explorers who visited here, the newcomers who settled here, and the people who continue to come to the region, including their cultural and religious traditions and contributions.
2. Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.
3. Trace why their community was established, how individuals and families contributed to its founding and development, and how the community has changed over time, drawing on maps, photographs, oral histories, letters, newspapers, and other primary sources.
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).
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.
5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
6. Discuss the role of the Franciscans in changing the economy of California from a hunter- gatherer economy to an agricultural economy.
2. Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world.
CALIFORNIA COMMON CORE STANDARDS
Informational Text: 3. Explain events, procedures, ideas, or concepts in a histori- cal, scientific, or technical text, including what happened and why, based on specific information in the text.
Writing Standards: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening: 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
5. Add audio recordings and visual displays to presenta- tions when appropriate to enhance the development of main ideas or themes.
Common Core English Language Arts:
Key Ideas and Details: 3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Integration of Knowledge and ideas: 7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Key Ideas and Details: 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Craft and Structure: 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Integration of Knowledge and Ideas: 7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Text Types and Purposes: 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Research to Build and Present Knowledge: 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information; and provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection,
Speaking and Listening Standards: Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
|Program Length||45 minutes to 1 hour 3-5 grades|
This program is available by request ONLY
By Request Cost: $125.00
By Request Cost with Premium Service: $100.00 What's this?
|Program Fee Notes||Fresno Pacific University - The Office of Continuing Education will invoice your site after the program's broadcast.|
|Cancellation Policy||We will not charge for programs cancelled due to technical problems. The full fee will be charged to sites which cancel with less than 48 hours notice.|
|Is recording allowed?||No|
|Program Delivery Mode(s)||
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
|Minimum Technology Specifications for sites connecting to this provider||
Two easy ways to connect to our programs
1. IP Videoconference, for example: .323 platform using Polycom, CISCO, Tandberg, LifeSize etc.
2. We will connect using the Vidyo Desktop bridge provided by Fresno Pacific University.
We deliver through high definition (HD). If your camera is HD please call in at 1920 for 1920X1080 video resolution or 1280 for 1280X720 for excellent video quality.
Not HD, please call in at 384.
OR Use your existing laptop. No charge!
2. A laptop with camera, external mic, external speakers, and display(electronic whiteboard, or screen and projector). We will send your IT Coordinator or teacher our bridge (guest login) We will test a week in advance to make sure your equipment will connect. We are excited to offer this guest login for no extra cost.
Please contact Janet Adams for "Test Call" Date/Time 559-978-2048
Request this Program Now
It is necessary to have a PIN to request a connection. Find out how to get your free PIN, or Find your PIN.
For additional assistance, phone 866-302-CILC (2452) toll free.
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