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Adobe Days

from History San Jose

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Transport your class to the first Spanish town of Alta California founded in 1777—El Pueblo de San José de Guadalupe. History San José takes students on an excursion of the oldest house in San José, built-in 1797. Students will explore several aspects of Spanish colonial life—cattle-ranching, cooking, and candle-making—to envision how Spanish settlers adapted to their new normal and changed the landscape of the future state of California.

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About This Program


Point to Point: $100.00
Point to Point Premium: $90.00


40 minutes

Target Audience

Education: Grade(s) 3, 4, 5, 8

Minimum participants:

1 student

Maximum participants:

35 students

Primary Disciplines

Social Studies/History

Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)

Booking Information

Programs will be held in Pacific Standard Time.

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Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

If you need to cancel or reschedule, please contact the School Programs Coordinator at as soon as possible. We will do our best to reschedule your reservation. If you need to cancel and have paid in full, we will refund everything except the non-refundable deposit(s).

About This Provider

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History San Jose

San Jose, CA
United States

History San José’s (HSJ) activities began in 1949 following the centennial celebration of the California Gold Rush and statehood. Known initially as the Historical Museum of San José and managed by the City of San José, History San José was incorporated with its current name as an independent 501(c)3 nonprofit organization in 1998. Over the decades, History San José has grown to include three sites: History Park, the Peralta Adobe-Fallon House Historic Site, and the Collection Center/Research Library & Archives that houses the largest collection of regional artifacts in California. Over 120,000 visitors attend exhibits and events at these sites each year.

 HSJ is very proud of its standards-based school programs that have offered award-winning hands-on educational opportunities for more than 20 years. Students visit historical buildings and exhibits and participate in hands-on activities that meet the History-Social Science and Language Arts Content Standards for California Public Schools. These programs take place at both History Park and at the Peralta Adobe-Fallon House Historic Site. Over 25,000 students and teachers from more than 200 schools, take part in these educational programs each year. 

Education at History San Jose

Program Details


1. Introduction
2. Visual and Interactive tour of Luis Maria Adobe,
3. Parts of tour have interactivity for students to be active in their distance learning pod
4. Time allotted for questions and answers.


Students will be able to:
a. Gain an understanding of the development of Spanish–Mexican settlements in California.
b. Tour the Gonzalez-Peralta Adobe and engage in interactive activities that mimic real lived experiences of Spanish colonial and Mexican rancho life.
c. Learn vocabulary terms and inspect artifacts associated with California history before American statehood.

Standards Alignment

National Standards

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

State Standards


Historical and Social Sciences Analysis Skills (3-5)
Chronological and Spatial Thinking
3. Students explain how the present is connected to the past, identifying both similarities and
differences between the two, and how some things change over time and some things stay the

Research, Evidence, and Point of View
2. Students pose relevant questions about events they encounter in historical documents,
eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and

Historical Interpretation
1. Students summarize the key events of the era they are studying and explain the historical
contexts of those events.

Third Grade
3.3 Students draw from historical and community resources to organize the sequence of local historical events and describe how each period of settlement left its mark on the land.
3.3.1 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.
3.3.2 Describe the economies established by settlers and their influence on the present-day economy, with emphasis on the importance of private property and entrepreneurship.
3.3.3 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.

Fourth Grade
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).
4.2.5 Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
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.

Fifth Grade
5.8.5 Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

Historical and Social Sciences Analysis Skills (6-8)
Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.

Research Evidence, and Point
1. Students frame questions that can be answered by historical study and research.
4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information is uncovered.

Eighth Grade
8.8.5 Discuss Mexican settlements and their locations, cultural traditions, attitudes toward
slavery, land-grant system, and economies.