Social Studies Standards: Level 3 - Be GLAD€¦ · Web viewSocial Studies. The Serrano culture was directly related to the local topography. (3.2.2) Chaparral makes up the local

Project GLADTM

San Bernardino City Unified School DistrictThe History of San Bernardino (the city) (3rd grade)

CALIFORNIA1

IDEA PAGES

I. UNIT THEME San Bernardino’s history dates back to prehistoric times and has seen

many changes. Many people made contributions to make San Bernardino what it is today. The natural landscape of San Bernardino, with a variety of others close by

(mountains, ocean, etc.) is what contributed to the layout of the city. Cross-cultural sensitivity: San Bernardino is a city whose population is

based upon the immigration from many different countries. As a result, San Bernardino has a rich culture and ethnic diversity to be explored, understood, and appreciated.

II. FOCUS/MOTIVATION Cognitive Content Dictionary (CCD) Observation Charts- past vs. present Personal Interaction- share family history and one cultural article Big Book: The Important Book about the City of San Bernardino Inquiry Chart: What do you know about San Bernardino? What do you

want to know about San Bernardino? Timeline- Important events in San Bernardino History (1700-1890) Picture file cards San Bernardino/Historian Awards Songs/Poetry

III. CLOSURE Process all charts Single expository paragraph with topic sentence and supporting details Student-made Big Book- Important Book Observation Charts- assessment Personal letter to one of the founding group members Student-made test Graffiti Wall Teacher-made test Chapter test

IV. Concepts – Grade 3Social Studies The Serrano culture was directly related to the local topography. (3.2.2) Chaparral makes up the local topography, with a variety of other

landscapes nearby. (3.1.1) The Serrano way of life changed greatly to due Spanish exploration and

exploitation. (3.2.3, 3.2.4, 3.3.1.a)

History of San Bernardino (the city) California, Level 3María Martínez and Frank Silva- Project G.L.A.D. (2012)

Project GLADTM


CALIFORNIA2

Mormon settlers had a strong impact on San Bernardino. (3.2.4, 3.3.1.a, 3.3.1.b, 3.3.2.a)

Settlers and the westward movement brought about change in San Bernardino. (3.3.1.a, 3.3.1.b, 3.3.2.a, 3.3.3.a)

The railroad and citrus industries are of economic importance in San Bernardino’s history. (3.5.1, 3.5.2, 3.5.3)

Expansion and cityhood brought about significant growth in San Bernardino. (3.3.2.b, 3.3.3.a, 3.3.3.b, 3.4.1, 3.4.2)

Many people made contributions throughout San Bernardino’s history. (3.3)

Science Living things have adaptations to help them survive. (3, 3.a) Diverse life forms live in the chaparral/San Bernardino. (3.b) Prehistoric animals that once lived in San Bernardino are extinct, and can

be compared and contrasted with living things that are alive today. (3.e)

CALIFORNIA STATE STANDARDS – GRADE 3

History/Social Science3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:

1. Identifying geographical features found in their local region (e.g., deserts, mountains, valleys, hills coastal areas, oceans, lakes)

2. Tracing the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a rive or coastline)

3.2 Students describe the American Indian nations in their local region long ago and in the recent past, in terms of:

1. The national identities, religious beliefs, customs, and various folklore traditions.2. How physical geography including climate influenced the way the local Indian

nation(s) adapted to their natural environment (e.g., how they obtained their food, clothing, tools)

3. The economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments

4. The interaction of new settlers with the already established Indians of the region.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.

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.


Project GLADTM


CALIFORNIA3

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.

SCIENCE

Life SciencesAdaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept, students know:

a. Plants and animals have structures that serve different functions in growth, survival, and reproduction.

b. Examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

c. Living things cause changes in the environment where they live; some of these changes are detrimental to the organism or other organisms, where as others are beneficial.

d. When the environment changes, some plants and animals survive and reproduce and others die or move to new locations.

e. Some kinds of organisms that once lived on Earth have completely disappeared, although they resembled others that are alive today.

V. CALIFORNIA ELA STANDARDS – Grade 3

English/Language Arts Standards: Third Grade

READING

1.0 Word Analysis, Fluency and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and work parts. They apply this knowledge to achieve fluent oral and silent reading.

Word Recognition1.1 Read narrative and expository text aloud with grade appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development


Project GLADTM


CALIFORNIA4

1.2 Apply knowledge of word origins derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.1.3 Use knowledge of root words to determine the meaning of unknown words with in a passage. 1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. international).1.5 Use a thesaurus to determine related words and concepts.1.6 Distinguish and interpret words with multiple meanings.

2.0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g. generating and responding to essential questions, making predictions, comparing information from several sources). The selections in recommended Readings in Literature, Kindergarten through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading students read one half million words annually, including a good representation of grade-level-appropriate narrative and expository test (e.g. classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials2.1 Identify structural patterns found in informational text (e.g., compare and

contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text2.2 Use appropriate strategies when reading for different purposes (e.g. full comprehension, location of information, personal enjoyment). 2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations titles, topic sentences, important words, and foreshadowing clues.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.2.5 Compare and contrast information on the same topic after reading several passages or articles.2.6 Distinguish between cause and effect and between fact and opinion in expository text.2.7 Follow multiple-step instructions in a basic technical manual (e.g. how to use a computer commands or video games).

3.0 Literary Response and AnalysisStudents read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements (e.g. theme, plot, setting, characters). The selection is Recommended Readings in


Project GLADTM


CALIFORNIA5

Literature; Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main events of the plot, their causes and the influence of each event on future actions.3.3 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

WRITING

1.0 Writing StrategiesStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g. prewriting, drafting, revising, editing successive versions).

Organization and Focus1.1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

1.2 Create multiple-paragraph compositions:a. Provide an introductory paragraph.b. Establish and support a central idea wit a topic sentence at or near the

beginning of the first paragraph.c. Include supporting paragraphs with simple facts, details, and explanations.d. Conclude with a paragraph that summarizes the points.e. Use correct indention.

1.3 Use traditional structures for conveying information (e.g. chronological order, cause and effect, similarity and difference, and posing and answering a question).

Evaluation and Revision1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.


Project GLADTM


CALIFORNIA6

2.0 Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

2.1 Write narratives:a. Relate ideas observations, or recollections of an event or experience.b. Provide a context to enable the reader to imagine the world of the event or

experience.c. Use concrete sensory detailsd. Provide insight into why the selected event or experience is memorable.

2.3 Write information reports:a. Frame a central question about an issue or situation.b. Include facts and details for focus.c. Draw from more than one source of information (e.g. speakers, books, newspapers, other media sources).

2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONSThe standard for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skill.

1.0 Written and Oral English Language ConventionsStudents write and speak with a command of Standard English conventions appropriate to this grade level.

Sentence Structure1.1 Use simple and compound sentences in writing and speaking.1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation


Project GLADTM


CALIFORNIA7

1.4 Use parentheses, commas in direct quotations and apostrophes in possessive case of nouns and in contractions.1.5 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling 1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

LISTENING AND SPEAKING

1.0 Listening and Speaking StrategiesStudents listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension 1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.2.0 Speaking Applications (Genres and Their Characteristics)Students deliver brief recitations and oral presentations about familiar experiences of interests that are organized about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade there outlined in Listening and Speaking Standard 1.0, students:2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.b. Provide insight into why the selected incident is memorable.c. Include well-chosen details to develop character, setting, and plot.

2.2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.2.3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

VI. CALIFORNIA ELD STANDARDS – GRADES 3-5LISTENING AND SPEAKING


Project GLADTM


CALIFORNIA8

Comprehension

Beginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases). Answer simple questions with one- to two-word responses. Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.

Early Intermediate

Begin to be understood when speaking, but may have some inconsistent use of standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).Ask and answer questions using phrases or simple sentences.Restate and execute multi-step oral directions.

Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details. Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)

Comprehension/Organization and Delivery of Oral CommunicationBeginning Independently use common social greetings and simple repetitive

phrases (e.g., “May I go and play?”).

Early Intermediate

Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences.Orally communicate basic needs (e.g., “May I get a drink of water?”).Recite familiar rhymes, songs, and simple stories.

Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in


Project GLADTM


CALIFORNIA9

evidence (e.g., third person singular, male and female pronouns).Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).

Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.Identify the main ideas, points of view, and fact/fiction in broadcast and print media.Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

READING - WORD ANALYSISConcepts of Print, Phonemic Awareness, Vocabulary and Concept Development

Beginning Recognizes English phonemes that correspond to phonemes students already hear and produce while reading aloud.

Early Intermediate

While reading orally, recognize and produce English phonemes that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).

Intermediate Pronounce most English Phonemes correctly while reading aloud.


Project GLADTM


CALIFORNIA10

Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and text in content area.

Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

Phonemic Awareness, Decoding and Word Recognition

Beginning Recognize sound/symbol relationships in own writing.

Early Intermediate

Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).

Intermediate Pronounce most English phonemes correctly while reading aloud.Use common English morphemes in oral and silent reading.

Early Advanced

Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.

READING - FLUENCY AND SYSTEMATIC VOCABULARY DEVELOPMENT

Vocabulary & Concept DevelopmentBeginning Read aloud-simple words in stories or games (e.g., nouns and adjectives).

Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

Early Intermediate

Apply knowledge of content related vocabulary to discussions and reading.Read simple vocabulary phrases and sentences independently.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.Read own writing of narrative and expository text aloud with some pacing, intonation, and expression.

Intermediate Create a dictionary of frequently used words.Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written textsDemonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.


Project GLADTM


CALIFORNIA11

Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.Use content related vocabulary in discussions and reading.Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).

Early Advanced

Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).Use some common roots and affixes when attached to known vocabulary.Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).Use decoding skill Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.Use some common idioms in discussions and reading (e.g., “scared silly”).Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.

Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.Recognize that some words have multiple meanings and apply this knowledge consistently.Apply knowledge of social and academic vocabulary to achieve independent reading.Use common idioms, some analogies and metaphors in discussion and reading.Use a standard dictionary to determine measuring of unknown words.Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

READING - READING COMPREHENSION Comprehension & Analysis of Grade-Level Appropriate TextIntermediate Use detailed sentences to orally respond to comprehension questions

about written text (e.g., “The brown bear lives with his family in the forest.”).Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.


Project GLADTM


CALIFORNIA12

Early Advanced

Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

ComprehensionBeginning Respond orally to stories read to them by answering factual comprehension

questions, using one- or two-word responses (e.g., “brown bear”).Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.Understand and follow simple one-step directions for classroom or work-related activities.

Early Intermediate Read and listen to simple stories and demonstrate understanding by using

simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)Read and orally identify relationships between written text and their own experience using simple sentences.Understand and follow simple two-step directions of classroom or work-related activities.

Intermediate Read and use more detailed sentences to orally describe relationships between text and their own experiences.Understand and follow some multi-step directions for classroom-related activities.

Early Advanced/ Advanced

Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes.

Comprehension and Analysis of Appropriate TextBeginning Identify the basic sequences of events in stories read to them, using key words

or pictures. Identify the main idea in a story read aloud using key words and/or phrases. Point out text features such as title, table of contents, and chapter headings.


Project GLADTM


CALIFORNIA13

Early Intermediate

Orally identify the basic sequence of written text using simple sentences.Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.Read and identify basic text features such as title, table of contents, and chapter headings.

Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

Early Advanced

Describe main ideas and supporting details of a text.Generate and respond to comprehension questions related to the text.Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

WRITING – CONVENTIONS

Beginning Penmanship Write the English alphabet legibly.Label key parts of common objects.Create simple sentences or phrases with some assistance.Use models to write short narratives.During group writing activities, write brief narratives and stories by using a few standard grammatical forms.

Early Intermediate

Write short narrative stories that include elements of setting and characters.Write simple sentences and use drawings, pictures, lists, charts, and tables to respond to familiar literature.Follow a model given by the teacher to independently write a short paragraph of at least four sentences.Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history–social science).Follow a model to write a friendly letter.Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

Intermediate Narrate with some detail a sequence of events.Produce independent writing that is under-stood when read but may include inconsistent use of standard grammatical forms.Begin to use a variety of genres in writing (e.g., expository, narrative, poetry).Independently create cohesive paragraphs that develop a central idea with consistent use of standard English grammatical forms. (Some rules may


Project GLADTM


CALIFORNIA14

not be followed.)Use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history–social science).Write a letter independently by using detailed sentences.

Early Advanced

Write a detailed summary of a story.Arrange compositions according to simple organizational patterns.Independently write simple responses to literature.Use complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, social studies).Independently write a persuasive letter with relevant evidence.Write multiple-paragraph narrative and expository compositions appropriate for content areas, with consistent use of standard grammatical forms

Advanced Write short narratives that include examples of writing appropriate for language arts and other content areas (e.g., math, science, social studies).Write a persuasive composition by using standard grammatical forms.Write narratives that describe the setting, characters, objects, and events.Write multiple-paragraph narrative and expository compositions by using standard grammatical forms.Independently use all the steps of the writing process.

VIII. VOCABULARY

Serrano route relocation land grantsMormons industry Zion traditionsChinese community conversion converts ShamansJewish community migration ranchos anthropologistCalifornianos league cattle grazing agricultureAntonio María Lugo establishment Yucaipa harvestingentrepreneurship community Cucamonga economyJefferson Hunt pioneers missionaries contributionsettlers immigrants reservation founderAndrew Lytle elders self-reliance influenceexplain describe organize evaluatearea growing disease nutrientspopulation environment inference American societyMission Era development interdependence ethnic diversityethnic traditions discovery families slave laborfreedom historian Mexico Utahreligious freedom railroad construction transportation hub United StatesBrigham Young treaty Americas irrigation


Project GLADTM


CALIFORNIA15

discrimination diversity entrepreneur trade

IX. SOCIAL STUDIES/SCIENCE SKILLS/UNDERSTANDINGS Social Studies

o expressing ideas orallyo group/partner discussionso organizingo comparing/contrastingo map skillso inferring and predictingo hypothesis

Scienceo observing properties – senseso graphingo problem – solvingo communicatingo comparing/contrastingo organizing

classifying sequencing grouping developing hypotheses

X. VISUAL AND PERFORMING ARTS STANDARDS Theater

o 2.1 Participate in cooperative scriptwriting or improvisations that incorporate the 5 W’s.

o 5.1 Use problem-solving and cooperative skills to demonstrate a story or a current event from another content area, with emphasis on the 5 W’s.

o 5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.

Visual Artso 1.3 Identify and describe how foreground, middle

ground, and background are used to create the illusion of space.

o 2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

o 3.2 Identify artists from his/her own community, country, or state and discuss local or regional art traditions.


Project GLADTM


CALIFORNIA16

o 5.2 Write a poem or story inspired by their own works of art.

XI. RESOURCES AND MATERIALS - Non-fictionCataldo, Nick. Images of America: San Bernardino, California.

Arcadia, 2002.Cataldo, Nick. Pioneers Mighty Men,Women created the Inland

Empire The Sun Newspaper. Sunday November 27, 2011.Cataldo, Nick. San Bernardino’s Chinatown. McGraw-Hill. California CommunitiesSan Manuel Band of Mission Indians. People of the Pines: A Study

Guide forGrades 3-5 Tribal Unity and Cultural Awareness Program. California: The Golden State. Secretary of Senate Publications,

1997.Weeks, John H. San Bernardino Bicentennial 1810-2010. The Sun,

2010.Arda Haenszel California Room in the Feldhym Library of San

BernardinoRussell, E.P., Crafts, R., McGehee, F. Pioneer Days in the San Bernardino Valley. Redlands, CA 1906Lyman, Edward Leo. San Bernardino: The Rise and Fall of a California Community Whitehead, HBD. Don Lugo A Chronicle of Early California

RESOURCES AND MATERIALS - FictionGrandfather’s Journey, Allen SayThe Important Book, Margaret Wise BrownRound Trip, Ann JonasPeppe the Lamplighter, Elisa BartoneNew Providence: A Changing Cityscape, von Tscharner/FlemingRoxaboxen, Alice McLerranMy Place In Space, Robin & Sally HirstCity Street, Douglas FlorianChanging Countryside and Changing City, Jorge MullerCoyote Rides a Star, Jane Louise CurryMy Diary from Here to There, Amada Irma Pérez

RESOURCES AND MATERIALS - Websiteshttp://www.sbcity.org


http://www.sbcity.org/

Project GLADTM


CALIFORNIA17

http://www.sbhistoricalsociety.com/http://www.sbdepotmuseum.com/http://rims.k12.ca.us/foot_prints/Files/

footprints_main_entrance.htmhttp://rims.k12.ca.us/serrano/index.htmlhttp://signaturebookslibrary.org/?p=18536http://www.eee.org/~sbpl/barton_ben.html

XII. ACKNOWLEDGEMENTS We would like to thank Nicholas R. Cataldo and the volunteers

at the California Room of the Feldhym Library for sharing their time and knowledge of San Bernardino history and its people, and for helping us to create this unit.


http://www.eee.org/~sbpl/barton_ben.html

http://signaturebookslibrary.org/?p=18536

http://rims.k12.ca.us/serrano/index.html

http://rims.k12.ca.us/foot_prints/Files/footprints_main_entrance.htm

http://rims.k12.ca.us/foot_prints/Files/footprints_main_entrance.htm

http://www.sbdepotmuseum.com/

http://www.sbhistoricalsociety.com/

Project GLADTM


CALIFORNIA18

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary Observation Charts - past vs. present Inquiry Charts Personal Interaction - share family history and one cultural article Literacy Awards: Historian Awards, bookmarks, Historian Notebook, Golden

Pen Songs/Poetry Teacher made Big Book: The Important Book about the City of San

Bernardino Portfolios

II. INPUT Pictorial Input

1. Influencing Group- The Mormons2. Narrative Input – Memoirs of a Mormon Settler

Graphic Organizer: World Map/California Map/San Bernardino Map Graphic Organizer: Timeline Historical events in San Bernardino History

1700-1890 Read Aloud- San Bernardino Bicentennial 1810-2010

o 10/2 Lecture with Primary Language

III. GUIDED ORAL PRACTICE T-Graph for Social Skills/Team Points Personal Interaction/personal histories Sentence Patterning Chart Process Grid – influencing groups in San Bernardino Poetry/chanting/singing Picture File Cards- free exploration, categorizing, organizing, labeling, open

and closed sorts Poetry Group Frame Exploration Report Expert Groups


Project GLADTM


CALIFORNIA19

Team Tasks Process Grid

IV. READING/WRITINGA. Total Group

Cooperative Strip Paragraph: responding, revising and editing Poetry Frame Flip Chant Story Map Found poetry Strip Books Process Grid Memory Bank DRTA

B. Small Groups Team Tasks- anything modeled whole class Focused reading Process Grid Expert groups (heterogeneous) Primary language groups Flexible reading groups

SQ3R with Clunkers and Links (at/above) Cooperative Strip Paragraph Group (struggling/emergent) ELD Group Frame Skills groups Sentence Patterning Chart Mind Mapping

C. Individual Activities - Portfolio Learning Log Interactive Journals Poetry Book Personal response Individual tasks Narrative writing Expository writing Poetry writing Personal exploration: investigate family background/history

D. Writer’s Workshop Mini-lesson Write


Project GLADTM


CALIFORNIA20

Peer Conferencing Teacher Conferencing Author’s Chair Publisher’s Circle

V. EXTENDED ACTIVITIES FOR FURTHER INTEGRATION Poetry/Songs 3rd Grade Spectra Art Projects:

Clay Slab People A Country Landscape Country to City Cardboard Houses Skyscrapers City Blocks Mosaic Art - Seal of San Bernardino

VI. CLOSURE Process charts/learnings Class Big Book - Important Book – San Bernardino Field Trip to Feldhym Public Library and California Room Team presentations Assessment: Learning Logs Assessment: Observation Charts Assessment: content-based paragraph writing Portfolio Team exploration Teacher/Student-made rubrics Personal exploration Teacher/Student rubric Team Action Plan – endangerment of ecosystems Teacher and student made quizzes: classification Cause and effect expository writing Poetry writing Graffiti Wall Jeopardy/Family Feud Game Team ecosystem project with teacher/student developed rubric


Project GLADTM


CALIFORNIA21

SAMPLE DAILY LESSON PLAN*Strategies in italics indicate that they are to be utilized daily in a classroom setting. *Strategies appearing in italics are presented daily in the classroom. Day 1 of the SDLP represents 1 to 1 ½ weeks of instruction in the classroom.

DAY 1:

FOCUS/MOTIVATION Three Personal Standards with Literacy Awards: Super Historian Awards Prediction/Reaction Guide Cognitive Content Dictionary (CCD) with Signal Word Observation Charts Inquiry Chart: What do we know about San Bernardino? What do we want to

know about San Bernardino? Big Book: The Important Book about The City of San Bernardino Poetry/Chants Portfolios

INPUT Graphic Organizer (Timeline history and events about San Bernardino) 1700-

1890o 10/2 lecture with primary language groupso Learning Logo ELD Review

Poetry/Chants Graphic Organizer: World Map/California Map/San Bernardino Map

o 10/2 lecture with primary language groupso Learning Logo ELD Review

GUIDED ORAL PRACTICE T-Graph for Social Skills- Team Points Picture File Cards

o Free explorationo List, group, label


Project GLADTM


CALIFORNIA22

o Exploration Report Poetry/Chants Personal Interaction: What do you like best about living in San Bernardino?

Why?

INPUT Pictorial Input- Influencing Group- Mormons


READING/WRITING Interactive Journals Flexible Groups Reading-leveled, skill, heterogeneous, homogeneous, ELD

WRITER’S WORKSHOP Mini-lesson Write/Plan Author’s Chair Conference

CLOSURE Poetry/Chants Home-School Connection: Family history: What do you like the most about San

Bernardino?

DAY 2:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connection Three Personal Standards with Literacy Awards Review Graphic Organizer with word cards- Timeline history and events about

San Bernardino and World Map Review Pictorial Input-Influencing Group- Mormons Process Chant-highlighting, sketching, Picture File Cards Review Big Book

INPUT Narrative Input – Memoirs of a Mormon Settler



Project GLADTM


CALIFORNIA23

GUIDED ORAL PRACTICE Poetry/Chants Personal Interaction: Have you ever traveled?

READING/WRITING Flexible Group Reading- leveled, skills, heterogeneous, homogeneous, ELD

o T-Graph for Social Skillso Team Tasks-Team Shareo Expert Groups

WRITER’S WORKSHOP Mini-lesson Write/Plan Author’s Chair

CLOSURE Process all charts Poetry, chanting Read Aloud Interactive Journals Home/School Connection

DAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary with Signal Word Process Home/School Connection Three Personal Standards with Literacy Awards Review Narrative Input chart with words cards and conversation bubbles Process Poetry- highlight, sketch, add picture file cards

INPUT Read Aloud: People of the Pines

o Personal Interaction

GUIDED ORAL PRACTICE Sentence Patterning Chart

o Reading Gameo Trading Gameo Flip Chant


Project GLADTM


CALIFORNIA24


o Expert Groupso Team Taskso Process T-Graph for Social Skills

GUIDED ORAL PRACTICE Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph

o Model “walking the Process Grid,” Writeo Read, respond, revise, edit

Interactive Journal writing Listen and Sketch

WRITER’S WORKSHOP Mini-lesson Write/Plan Author’s Chair

CLOSURE Read Aloud- Transportation Brings Change, Lesson 1, Communities Process charts Interactive Journals Home/School Connection

DAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary with self-selected vocabulary Process Home/School Connection Three Personal Standards with Literacy Awards Process Poetry- highlight, sketch, add picture file cards Story Map

READING/WRITING Strip Book Flexible Group Reading- leveled, skills, heterogeneous, homogeneous, ELD

o Team Tasks T-Graph with Oral Evaluation


Project GLADTM


CALIFORNIA25

Team Shareo Clunkers and Links- at or above grade level with SQ3Ro ELD Group Frame- English Language Learners

INPUT Read Aloud- Newcomers Build Communities, Lesson 2, Communities Action Plan

READING/WRITING Team Writer’s Workshop Directed Reading-Thinking Activity (DRTA)

WRITER’S WORKSHOP Mini-lesson Write, plan, share and teacher conferences Author’s Chair

CLOSURE Process charts Journals Poetry/chanting/singing

DAY 5:

FOCUS/MOTIVATION Cognitive Content Dictionary with self-selected vocabulary Process Home/School Connection Three Personal Standards with Literacy Awards Process Poetry- highlight, sketch, add picture file cards Introduce Action Plan in Teams


o Coop Strip Paragraph group- struggling/emergent readerso Team Tasks- written evaluation

Ear-to-Ear reading with Poetry Booklet Found Poetry Focused Reading with personal Cognitive Content Dictionary

WRITER’S WORKSHOP Mini-lesson Write, plan, share and teacher conferences Author’s Chair


Project GLADTM


CALIFORNIA26

CLOSURE Process charts, especially Inquiry Chart Read Aloud Action Plan- team and individual Team Big Book Graffiti Wall Student generated tests Evaluate Week Letter Home Jeopardy/Family Feud


Project GLADTM


CALIFORNIA27


Project GLADTM


CALIFORNIA28

Pictorial Input Information: Influencing Group- MormonsFounding and Development

1847- Mormon Battalion of 500 men came to California to purchase the Chino Valley, plans fell through decide to purchase San Bernardino Valley.

June 1851- 500 members in 150 wagons came after and arrived to present day Cajon Pass, a camp they called “Sycamore Grove.”

1st group of Mormon settlers was led by Andrew Lytle. 1849-1851 several parties were led by Jefferson Hunt to the San Bernardino area 1851 Mormon Elders Charles Rich and Amasa Lyman agreed to buy all the San

Bernardino Rancho for $77,500 from Don Antonio María Lugo 1851- Fort San Bernardino was built 1857- Brigham Young calls the Mormons back to UtahContributions 1852- built the city of San Bernardino North-South streets originally had Mormon names (i.e. Salt Lake- present day E

Street) 1853-built the only first maintained road from Waterman Canyon to Crestline and

Seeley Flats 1853- County of San Bernardino was formed by Jefferson Hunt Forests were cut for lumber, streams were dammed and ditches were cut. Roads were laid out and sewage ditches began carrying sewage away. People began growing wheat and oats.Influence on the Economy Converted Rancho San Bernardino from a cattle grazing land to agricultural

enterprise Grew wheat fields to produce flour and sold flour to the LA areaReligious Beliefs/Cultural Traditions Labor and harvesting was done as a group effort Celebration of events practiced by the entire community. Large families were encouraged due to necessity/survival. Got along with other groups (Jews, Mormons, African Americans, and Mexicans) and

worked well together to establish a community.Interesting Facts A.K.A. Church of Jesus Christ of Latter-day Saints Warm Springs was an adobe built school- one of the first schools in 1854 next to a

natural hot spring The Mormon loggers cut so much wood in the San Bernardino Mountains that pieces

of wood (lumber) became known as “Mormon Currency.” It was like money. You could buy supplies in Los Angeles with a wagonload of boards cut from our mountains.

ELD Review Sample Questions for Pictorial:


Project GLADTM


CALIFORNIA29

Point To/Locate:Locate the fort on the pictorial. (knowledge) Point to the San Bernardino Mountains (knowledge)Point to the wheat field. (knowledge)Circle the first school in San Bernardino. (comprehension)Trace Lytle Creek Wash. (comprehension)Say the name of the valley the Mormons came to. (comprehension)

Yes/No:Did the Mormons travel through the Cajon Pass? (analysis)Did the Mormons work together as a community? (analysis)Was wheat sold to the city of Los Angeles? (application)

Either/Or:Did the Mormons travel down mountains or through the desert? (analysis)Did the Mormons travel to San Bernardino or Los Angeles? (analysis)Did the Mormons raise crops or graze cattle? (analysis)

Open-ended:What is the name of the valley the Mormons traveled to? (comprehension)What is the name of the group that traveled to San Bernardino? (knowledge) What did the Mormons use to trade with other towns? (synthesis)What was the name of the creek the Mormons traveled by? (knowledge)Tell me, what did the Mormons buy? (comprehension)Who sold the Mormons the San Bernardino Valley? (knowledge)Which state did the Mormons come from? (comprehension)Why do you think the Mormons came? (synthesis)Why did the Mormons leave Utah? (comprehension)How did the Mormons come down the Cajon Pass/Sycamore Grove? (application)Why did the Mormons build a fort? (evaluation)What year was the fort built? (comprehension)Why do you think the Mormons wanted large families? (synthesis)What were some of the contributions the Mormons made? (comprehension)What would you say the Mormons liked about San Bernardino? (evaluation)Why was building the fort on top of a creek important? (evaluation)What would have happened if the Mormons didn’t return to Utah? (evaluation)


Project GLADTM


CALIFORNIA30


Historical Timeline of San Bernardino 1700-1890

1810

1840

1860

1880

1890

Serrano (San Manuel) 1st to live in this valley (1700)

San Bernardino valley named by Spanish Priest (1810)

Serrano built 1st aqueduct (1819)Californianos given land grants (1821)

Don Antonio María Lugo/Rancho San Bernardino (1842)

Mormons bought Rancho San Bernardino for $77, 500.00 (1850)

Jewish people arrived and first cemetery established. Fort S.B. established. (1850)

San Bernardino incorporated April 13 (1854)Mormons recalled to Utah and 40% stayed. First orange trees appeared. (1857)

Chinese people arrived. (1867)First courthouse on “E” Street (1874)

Chinatown on Third Street established (1878)

California Southern Railroad established. S.B.H.S. first high school. (1883) Transcontinental Railroad expands to the East

(1885)

Santa Fe Railroad booms, 3rd Street Station built (1886)

Serrano forced to relocate to San Manuel Reservation (1891)

1890

http://www.google.com/imgres?q=Arrowhead&hl=en&gbv=2&biw=1366&bih=632&tbm=isch&tbnid=__T7CiqZUzJ8VM:&imgrefurl=http://www.wilderness.net/index.cfm?fuse=toolboxes&sec=signsposters&print=yes&docid=dpNXukQE-_mf1M&imgurl=http://www.wilderness.net/toolboxes/documents/signsposters/SDTDC/icons/Arrowhead.bmp&w=260&h=314&ei=m9IPT_n-EIaTiQLYg8zGDQ&zoom=1%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5

Project GLADTM


CALIFORNIA31

Historical timeline of San Bernardino, California:

1700s- Serrano Indians were the first to live in this valley. 1810 - Padre Francisco Dumetz, a Spanish priest, names San Bernardino (the

valley) on May 20, 1810, feast day of St. Bernardine de Siena 1819- 1st California Aqueduct built by the Serrano. 1842 - Rancho San Bernardino granted to Antonio Maria, encompassing the entire

San Bernardino Valley. 1851 – Mormon colony founded, Antonio Maria Lugo sold San Bernardino to the

Mormons for $77,500.00. 1851 - Jews arrive with the Mormon settlers. They establish the oldest Jewish

cemetery in continuous use on the West Coast. Congregation Emanu El was later chartered in 1891.

1854 - San Bernardino incorporated on April 13, 1854 1857 - Brigham Young recalls Mormons to Utah, only 60% of them go back. San

Bernardino disincorporated. 1857- The first orange trees are brought to the valley. 1867- August first Chinese arrive in San Bernardino Valley. 1874 - The first permanent court house is founded on Court Street near “E” Street. 1878- Chinese set up their community along both sides of Third Street between

Arrowhead Avenue and Sierra Way. 1883 - California Southern Railroad reaches San Bernardino on September 13th.

San Bernardino High School becomes the first high school in the county. 1885 - On November 9, 1885, the last spike is driven on the California Southern

Railroad, linking San Bernardino to the Atlantic Pacific Railroad. 1886 - San Bernardino reincorporated. A passenger rail fare war erupts between

Southern Pacific and Santa Fe dropping the price from $1.25 to $1. All of Southern California booms.


Project GLADTM


CALIFORNIA32

Memoirs of a Mormon Settler- Narrative Input Text- by Melanie McGrath

It was early in the morning of April 1, 1851 when my father woke us up to tell us that our family would soon be moving from Utah to California. I was ten years old and at first my brother and I thought that my father was playing an April Fool’s day joke. We had spent our whole lives in Salt Lake City, Utah and certainly didn’t think that Papa would pack up everything and move us to another state. It took us two hours to figure out that Papa wasn’t joking.

“Our family has been chosen by the Mormon church to be one of the first families to settle in California. The church wants to establish a Mormon colony in Southern California so that we can spread our religion. A couple of years ago a group of men were sent to find land and now we are going to help found the new city!” my father exclaimed.

Less than a week later, my father, mother, five brothers and I packed all of our belongings into two covered wagons. We also loaded the wagon full of food and chickens to feed us during the long journey. At first I was sad that I would have to say goodbye to all of my friends and family, but later I felt excited when I found out that many of them would also be moving to California with us!

On April 7, 1851 we left Salt Lake City in the early morning, along with a group of 500 other Mormon settlers in 150 covered wagons. For weeks horses and cattle pulled our covered wagons along the rocky Mormon Trail through the Utah, Nevada and California deserts. Every day we traveled for twelve hours, stopping each night to eat and rest before continuing on. We had to take turns riding in the wagon and walking part of the way. The days were very hot and the nights were freezing, but luckily no one in our group had died when we finally arrived two months later at our destination.

We arrived at the top of a large mountain towards the end of June, which the faithful named Sycamore Grove. At the bottom of the mountain was a beautiful valley of flat land surrounded by mountains. “Oh no!” yelled Mama. “How on earth are we going to get our equipment down such a steep mountain?” she questioned. The trail leading down the mountain was overgrown with chaparral and too narrow for a wagon to descend. We decided to camp at the top of the mountain until we could think of a solution.

Weeks passed and the men in our party finally decided that the only way that we would be able to descend the mountain would be to take apart all of our wagons and carry them down. They first decided to take all of the women and children down the hill before returning to carry down all of the equipment. We slowly walked down the mountain for an entire week before reaching the bottom of the valley.


Project GLADTM


CALIFORNIA33

When we reached the bottom of the mountain, we were tired, thirsty and exhausted. While looking around for a place to rest, I suddenly saw what I thought appeared to be a large Arrowhead protruding from the side of one of the mountains. “Look!” I yelled. “It looks like there is an Arrowhead painted on the side of the mountain!” Years later I found out from a local Native American woman that the Arrowhead was a natural rock and plant formation on the side of the mountain with natural hot springs directly underneath. Little did I know that years later many places and a street in our new community would be named after the arrowhead or that they would even name a school, Arrowview, after it!

After all the equipment was brought down, our party worked hard to locate a place to settle. We were in a new land and didn’t know its inhabitants, so we often felt unsafe in our environment. The first task that we started was to work together as a group to build a safe fortress to protect us from strangers and outlaws in the area. We built the fortress directly on top of a creek that we named after Andrew Lytle, one of our leaders, and named it Lytle Creek.

We knew that there was a possibility that we might never return to Salt Lake City, Utah and we missed our town dearly. One night one of the Mormon elders suggested that we design our new town in the exact design of our old town, Salt Lake City. At first we even called it “Little Salt Lake” although the name remained San Bernardino City since the Spanish priests founded it.

Over the years we worked hard to make San Bernardino an important city in Southern California. We created the first paved roads in town and constructed the first adobe school, which we named Warm Springs. We also began to name many of our schools and places in the community after many of our Mormon leaders who helped found the city. We cut down trees and traded lumber with other large cities, such as Los Angeles. We built the first sewage drains in San Bernardino and cultivated wheat and oats for food and trade.

One day our leader in Utah sent us a message that he wanted us to return to Utah. Many people returned, but some of us decided to stay in San Bernardino because we had grown to love the land and climate. We worked hard, along with many other immigrant groups and the local Native Americans, to make San Bernardino an even better place to live. We watched San Bernardino grow from a large plot of empty land to a bustling community that was the center of business, agriculture, and the railroad. Oh, how we all loved San Bernardino!


Project GLADTM


CALIFORNIA34

The Important thing about the City of San Bernardino- Big Book Written by: Frank Silva and María Martínez Illustrated by: Jason Cifuentes

Page 1The important thing about the city of San Bernardino is that groups of settlers with various cultural and religious traditions helped establish the city.

The original inhabitants, or indigenous people of the valley, can be traced as far back as the early 1700s. In 1810, a Spanish priest came from Mission San Gabriel. He wanted to explore the valley that lay to the east. He had the local indigenous people build a “capilla” (chapel) in honor of Saint Bernardine de Siena. Once he returned to Mission San Gabriel, he told the other priests of the beautiful valley that he had explored and that it would be named San Bernardino.

But the important thing about the city of San Bernardino is that groups of settlers with various cultural and religious traditions helped establish the city.


The end of the mission system in California introduced a new settler to the valley. Rancho San Bernardino was established after the Mexican government granted large areas of land to retired soldiers to protect their northern territory from the western expansion of the United States. Nine years later, a new group of settlers arrived to the valley. These individuals, ordered by their leader, were looking for new land to acquire and to spread their religious beliefs.



Project GLADTM


CALIFORNIA35


The economy of San Bernardino Valley was converted from cattle grazing to agriculture. Schools and roads were built. Many new businesses were established and trade was done with the city of Angels to the west. Settlers of other nationalities also arrived to the valley. They brought with them their culture, religion, and language. Some cultural groups and certain individuals prospered. However there were many that did not. Certain ethnic groups were the victims of discrimination and the original people of San Bernardino valley were forced off of their land.



The influence of San Bernardino Valley continued to grow along with the established city. The City of San Bernardino was recognized as a center for commerce and transportation. Descendants of the many settlers that came to the valley, along with the many businesses helped San Bernardino also become the largest county in the United States of America.



Project GLADTM


CALIFORNIA36


San Bernardino has changed greatly since the original people of the valley lived here. Settlers of different cultures, beliefs, and religions have settled in the valley and have left reminders of their lives and contributions. Roads, schools, businesses, cemeteries, libraries, railroads, and orange trees have all helped make the valley, city, and county of San Bernardino what it is today. Even the first McDonalds’ was opened in the city and one of its residents won an Olympic gold medal!!



Project GLADTM


CALIFORNIA37

POETRY BOOKLET


Project GLADTM


CALIFORNIA38

Name: ______________________________________________Settlers Here, Settlers There, Settlers, Settlers Everywhere

by Frank Silva/María Martínez

Settlers here, settlers there,settlers, settlers everywhere.

Adventurous settlers traveling daily,Religious settlers preaching loudly, Industrious settlers building quickly,And wealthy settlers investing wisely.

Settlers transporting throughout the valley,Settlers building around the city,Settlers financing between the counties,And settlers providing within the communities.

Settlers here, settlers there,settlers, settlers everywhere.Settlers! Settlers! Settlers!


Project GLADTM


CALIFORNIA39

Mormon Bugalooby Frank Silva/María Martínez

We’re Mormon settlers and we’re here to say,we’ve come to California to change your ways.On the orders of our leader, Brigham Young,we traveled to this place to acquire new ground.

Farmers, merchants, religious leaders too,doing the Mormon Bugaloo.

We migrated from Utah to find a place,to establish a settlement and continue our faith.150 covered wagons through Cajon Pass,brought many families that took a chance.

Children, wives, husbands too,doing the Mormon Bugaloo.

Don María Lugo was the man,that sold us 8 leagues of cattle grazing land.Converted the business from cattle to crops,Redlands, Yucaipa, San Bernardino all belonged to us.

Agriculture, labor, merchandise too,doing the Mormon Bugaloo.

We helped build a city that’s around today,traded with Los Angeles almost every day.We named many streets after our home state,but were called back to Utah without delay.

Industry, city, and county too,doing the Mormon Bugaloo.


Project GLADTM


CALIFORNIA40

San Bernardino Cadenceby Frank Silva/María Martínez

Mormons here in San Berdo,came to the West to start anew.Arrived from Utah to influence,newly settled immigrants.

Sound off: Jefferson HuntSound off: Cajon PassSound off: Mormon Trail1, 2, 3, 4…Sound off!!

Bought 8 leagues from Señor Lugo,changed from cattle to crops and land to sow.Built a fort in the middle of town,afraid of attack, but it never came around.

Sound off: growing cropsSound off: building roadsSound off: started schools1, 2, 3, 4…Sound off!!

Jewish immigrants also came,to San Berdo and helped build its fame.Many businesses they financed,telegraph lines, hydroelectric plant.

Sound off: librarySound off: Sabbath schoolsSound off: cemetery1, 2, 3, 4…Sound off!!

Chinese immigrants in “Chinatown,”Owned stores and laundries but still were bound.To work as laborers from dawn ‘til dusk,separate from society, the rules were unjust.

Sound off: Wong NimSound off: deity


Project GLADTM


CALIFORNIA41

Sound off: Old “Joss” house1, 2, 3, 4…Sound off!!

Yes Ma’amby Frank Silva/María Martínez

Is this a Mormon settler? Yes Ma’am!Is this a Mormon settler? Yes Ma’am!How do you know? They came from Utah.How do you know? They came to convert Europeans.Anything else? They were lead by Jefferson Hunt.Anything else? They built roads and schools.

Is this a Californiano? Yes Ma’am!Is this a Californiano? Yes Ma’am!How do you know? They are the Lugo family.How do you know? They received a land grant.Anything else? They owned San Bernardino Valley.Anything else? They sold cattle, tallow, and hides.

Is this a Jewish merchant? Yes Ma’am!Is this a Jewish merchant? Yes Ma’am!How do you know? His name was Marcus Katz.How do you know? His name was Lewis Jacobs.Anything else? They sold materials to Los Angeles.Anything else? They owned all three city stores.

Is this a Chinese immigrant? Yes Ma’am!Is this a Chinese immigrant? Yes Ma’am!How do you know? They lived on what is now 3rd Street.How do you know? They provided cheap labor. Anything else? They suffered discrimination.Anything else? They helped build our railroads.

Is this a Serrano? Yes Ma’am!Is this a Serrano? Yes Ma’am!How do you know? San Bernardino Valley was their land.How do you know? They lost their land.Anything else? They used the environment to survive.Anything else? Their people flourish today.


Project GLADTM


CALIFORNIA42

Project GLADThe History of San Bernardino (the city) (3)

HOME/SCHOOL CONNECTION #1

What do you like the most about San Bernardino? Talk with a parent or other family member about what you like, then sketch or write your response below.


Project GLADTM


CALIFORNIA43

_______________________ ______________________Student Signature Parent Signature

Proyecto GLADLa historia de San Bernardino (la ciudad) (3)

CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR #1

¿Qué es lo que te gusta más sobre San Bernardino? Habla con tus padres u otro miembro de familia sobre que te gusta entonces dibuja o escribe tu respuesta abajo.


Project GLADTM


CALIFORNIA44

_______________________ _____________________ Firma del estudiante Firma de padre/madre



Talk to someone at home about a time they took a journey. What was their experience like? Sketch or write their response below.


Project GLADTM


CALIFORNIA45




Habla con alguien en casa sobre una época en que tomaron un viaje. ¿Cómo fue su experiencia? Dibuja o escribe tu respuesta abajo.


Project GLADTM


CALIFORNIA46

_______________________ ______________________Firma del estudiante Firma de padre/madre



Write down five facts that you have learned about San Bernardino. Share these facts with your parents.

1.

2.

3.

4.

5.


Project GLADTM


CALIFORNIA47




Anota cinco hechos que haz aprendido sobre San Bernardino. Comparte estos hechos con tus padres.

1.

2.

3.

4.

5.


Project GLADTM


CALIFORNIA48

_______________________ ______________________Firma del estudiante Firma de padre/madre

Expert Group: CalifornianosThe History of San Bernardino (the city) (3)

Founding and Development:

In 1821, Mexico gave and sold land grants to disabled army veterans for their service. The government hoped that this would keep other people out. Especially Americans! In 1842, Spanish missionaries, or priests, were forced out of the missions. Don Lugo became interested in the San Bernardino valley. Since the Mexican government wanted to have people here to protect the land, they sold the whole valley of what is now known as Colton, San Bernardino, Highland, Loma Linda, Redlands and Yucaipa to Don Antonio María Lugo for $800 in hides and tallow.

Influence on the Economy:

The Californianos raised cattle in order to sell beef. The property around the ranchos was often marked by the large number of dead cow heads, horns or other animal parts. The cow hides were used to make leather and were sold and traded with Yankee or British traders. Beef, wheat, corn, beans, peas and several types of squash were common meal items along with wine and olive oil.


Project GLADTM


CALIFORNIA49

Contributions:

A sailing ship trade developed due to the growing business of hide-and-tallow products. Tallow, was the fatty substance used to make candle wax. Other products that were produced were leather, clothes, boots, saddles, and chaps. The Californiano rancho society produced the largest cowhide and tallow business in North America.

Religious Beliefs/Cultural Traditions:

The San Bernardino Californianos celebrated with “fiestas.” A fiesta was usually celebrated around a holiday like Christmas or a saint’s day. There would be eating, drinking, dancing, and music. Party games would be played. One of the favorites was crushing eggshells filled with perfumed water over people’s heads. Another way they celebrated was by having bull and Grizzly Bear fights. Dances were performed during the intermission of the fights. Californiano women were responsible for the house work. The men were responsible for the fields and the horses. Most families woke up early to pray since they practiced Catholicism. Breakfast was chocolate in milk with corn or flour tortillas. There was no lunch! Supper could be fish, meat, tortillas, beans, pumpkin, and “lechatoli” a kind of brown sugar pudding.


Project GLADTM


CALIFORNIA50

Interesting Facts:

One interesting fact regarding San Bernardino was that on May 20, 1810, Padre Francisco Dumetz, a Spanish priest, named San Bernardino valley. The name was in honor of Saint Bernadine de Siena, Italy. The children slept in separate rooms. The boys slept in the outside porches, and the girls in locked rooms for protection against invaders. Nothing else had to be locked up. All valuables were kept in a suitcase. Some of the names in the valley had important significance. For example, “Yucaipa” is an indigenous name meaning “wet or marshy place.” “Cucamonga” is a Shoshonean name for “land of many waters.” The name “California” was used in a romantic novel, Las Sergas de Esplandían, a black queen Califia ruled an island named California, inhabited by courageous African women.


Project GLADTM


CALIFORNIA51

Expert Group: Serrano (Yuhaviatam)The History of San Bernardino (the city) (3)


In the 1700s the Spanish Missionaries, or priests, named the Yuhaviatam people, Serrano, meaning mountaineers or highlanders in Spanish. Over 1,000 indigenous people were living in the San Bernardino and Yucaipa valley. The Serrano inhabited most of what are now the Mojave Desert and the San Bernardino Mountains in Southern California. Many of the Serrano people were brought into the San Gabriel Mission before or on 1811to work as slave laborers. Disease spread and reduced the Serrano population. Since 1891, the San Manuel Indian Reservation has been home to many Serrano descendants.


The Serrano’s main trading partners were the Mojave tribe to the east and the Gabrielino tribe to the west. They also traded with their close neighbors the Cahuillas and Chemehuevi tribes. This trade and exchange system brought goods, and later horses, from the southwest to the coast. The Serrano people are now part of the San Manuel Band of Mission Indians. San Manuel Indian Reservation has become self-reliant, meaning they rely on themselves and their own resources by keeping gaming, or gambling (casinos) on reservation lands. They have invested in higher education for younger generations of the tribe, and helped to create businesses on and off the reservation.


Project GLADTM


CALIFORNIA52

Contributions:

The Serrano only used their environment for what they needed. Unfortunately, the Serrano were also used as slave labor to build the missions in California. In the 1800s the Serrano helped build the first roads in the San Bernardino valley. In 1819, they built the first aqueduct, which was used for farming and later allowed for San Bernardino’s citrus economy to grow. In 1822, they created an irrigation system known as the zanja, which still flows today through the city of Redlands. The Serrano continue to contribute to the San Bernardino valley by providing money for cancer research at Loma Linda University Medical Center. They also donate money to the Guide Dogs of the Desert organization, and to the Emmerton Elementary science program.


The Serrano had Shamans, or spiritual leaders and healers that used herbs to help heal people when they were sick. They believed that everything that they needed came from the Earth. For the Serrano, animals, like plants, are people who have let themselves be transformed. During religious celebrations, the Serrano liked to sing and pray over the animals that were hunted. They were forbidden to marry anyone related to them within five generations.


Project GLADTM


CALIFORNIA53

Interesting Facts:

In 1824, tribal independence was recognized by the Supreme Court. In 1866, soldiers from San Bernardino killed Serrano men, women, and children in a 32-day battle. This was done to clear San Bernardino valley of all Native Americans. Serrano tribal leader Santos Manuel Kika safely led the surviving Serrano from their ancient homelands in the mountains, to the valley. The San Manuel Indian Reservation is home to a small number of Serrano. The recent success of their casino on the reservation has made them wealthy. The Serrano people are interested in their culture, and continue to learn more about their history. On September, 2011 the first Native American TV channel in the U.S. went on air in San Bernardino.


Project GLADTM


CALIFORNIA54

Expert Group: ChineseThe History of San Bernardino (the city) (3)


The first “Chinatown” was established in San Bernardino in the 1860s. The first Chinese arrived in August of 1867. In 1878, a small community east of San Bernardino on both sides of Third Street between Arrowhead Avenue and Sierra Way was started. Wong Nim (mayor of Chinatown) came to San Bernardino in 1876. He provided loans to the Chinese people. In 1891, he built the “Joss house” on the corner of Third Street and Mountain View Avenue. He was mayor until he died at the age of 87. He also built a temple for the statue of Kwan Yin the Goddess of Compassion and Mercy. In 1890, there were an estimated 400-600 residents living in Chinatown. By the mid 1920s, fires and other incidents had wiped out most of the homes and Chinatown was no more.


The Chinese were excellent workers. They worked long hours and were paid very little. They were considered second-class citizens and were the victims of segregation and


Project GLADTM


CALIFORNIA55

discrimination. The Chinese had many businesses such as grocery stores, restaurants, clothing shops, and laundries. In 1873, many Chinese were used as day laborers in the wine vineyards of Cucamonga.

Contributions:

Chinese immigrants raised vegetables from the “Chinese gardens” east of Waterman Avenue. In the 1860s, most Chinese came to help build the transcontinental railroad. Most came from Canton, China. However, the group that was responsible for laying the tracks through the Cajon Pass was abandoned and left on their own to survive. In 1883, most of them were recruited to work on the extension of the railroad in San Bernardino.



Project GLADTM


CALIFORNIA56

Most of the Chinese that settled in San Bernardino followed the Buddhist faith. One of the goddesses that they worshiped was Kwan Yin, the Goddess of Compassion and Mercy. In 1956, this statue was placed in Bing’s Cathay Inn on Highland Avenue, where she resided until her move to the city of San Bernardino Historical Pioneer Society in September of 1991. She is still there today. The Chinese were also proud of their traditions and celebrations. During their Chinese New Year, they sold porcelain bracelets of white, pink, and green; children ate leechee nuts and received small gifts. Children were expected to live at home until they were married.

Interesting Facts:

The Chinese’s diet consisted of rice, fried beans, pork, chicken and tea. Chinese worked for a dollar a day, some sources say that they were even paid less because of their culture. There were other “Chinatowns” in the Inland Empire. One was in the city of Redlands, California near the area currently known as Oriental and Eureka Streets.


Project GLADTM


CALIFORNIA57

Expert Group: Jewish PeopleThe History of San Bernardino (the city) (3)


Jewish immigrants arrived in 1851 around the same time the Mormon settlers came to the San Bernardino valley. One of the first merchants of San Bernardino was Marcus Katz who opened a general store in 1852. In 1860, it was estimated that the Jewish community was made up of 40 to 50 individuals out of a total population of 1,500. Most of them came from “Prussian Poland.” Prussia was an old German kingdom.


Project GLADTM


CALIFORNIA58


Much of the Jewish influence was in the area of banking and finance. Lewis Jacobs, born in Prussia, established the first bank east of Los Angeles known as the Bank of San Bernardino in 1831. In 1858, Jewish businessmen owned the three small stores in San Bernardino. Abraham Wolff was also influential regarding the financing of trade, mining, and the cattle business.

Contributions:

Lewis Jacobs and Louis Carol were involved in supplying lumber to Los Angeles and San Bernardino. Jacobs was also influential in establishing San Bernardino’s first horse-drawn streetcar and hydroelectric power plant. In 1873, the Bank of San Bernardino, founded by Lewis Jacobs financed San Bernardino’s telegraph line. They also helped establish the city’s volunteer fire departments in the 1860s and 1870s. In 1875, I. H. Levy and Isaac R. Brunn helped to establish San Bernardino’s city library.


Project GLADTM


CALIFORNIA59

Religious Beliefs/Cultural Traditions

Congregation Emanu El was the first Jewish synagogue, or holy temple, in San Bernardino in the 1850s. There was no official rabbi (religious leader) in San Bernardino. The Congregation helped provide community services and education for children. Individuals that were knowledgeable in religious law were able to preside over funeral services and marriages. Many Jewish residents were upper middle class and they participated in city fundraisers, debate clubs, amateur theatre and social picnics.

Interesting Facts:

The Jewish community established a cemetery named Home of Eternity, which was founded in the 1850s. The land for the cemetery was given to the Jewish community by the early Mormon pioneers. Today the Home of Eternity Cemetery and its Mausoleum is the oldest Jewish cemetery in continuous use in Southern California. It has been designated as a historical site by the State of California. In 1868, the San Bernardino


Project GLADTM


CALIFORNIA60

Hebrew and English Academy was opened. This provided religious as well as general education to Jewish and non-Jewish children.


Project GLADTM


CALIFORNIA61

Influencing Group Founding and Development

Influence on the Economy

Contributions Religious Beliefs/Cultural

Traditions

Interesting Facts

Mormons 1847- Mormon Battalion of 500 men came to California

June 1851- 500 members of 150 wagons, came after and arrived to present day Cajon Pass, a camp they called “Sycamore Grove”

1st group-Andrew Lytle

1849-1851- other parties led by Jefferson Hunt to the San Bernardino area

1851-Mormon Elders Charles Rich and Amasa Lyman agreed to buy San Bernardino

Converted from a cattle grazing enterprise to an agricultural operation

Wheat field to Cal State San Bernardino

Flour, lumber were sold to the LA area

1852- built the city of San Bernardino

North-South streets originally had Mormon names (i.e. Salt Lake- present day “E” Street)

1853-built the only first maintained road from Waterman Canyon to Crestline and Seeley Flats

1853- Jefferson Hunt establishes county

Streams were dammed and ditches were dug.

Roads were laid out and sewage ditches began carrying sewage away.

People began

Labor, harvesting done as a group effort

Entire community celebrated events.

Large families were encouraged

Got along/worked well with other groups (Jews, Mormons, African Americans, and Mexicans).

Church of Jesus Christ of Latter-day Saints

Warm Springs school (adobe hot spring)

Lumber was “Mormon Currency.”


Project GLADTM


CALIFORNIA62

Rancho for $77,500 from Don Antonio María Lugo

1851- Fort San Bernardino was built

1857- Brigham Young calls back the Mormons to Utah

growing wheat and oats.

Californianos 1842- Rancho San Bernardino granted to Antonio María Lugo

(included the entire San Bernardino Valley) for $800 in hides and tallow

Land grants given/sold to disabled army vets for good service

Importance of beef made them self-sufficient

Cow hides were kept for trading

Established cattle grazing operations

largest cowhide and tallow business in North America

Had “fiestas.” Eating,

drinking, dancing, music.

Games like crushing eggshells

Bull/Grizzly Bear Fights

Dances were part of intermission

El Jarabe, El Caballo, El Fandango, Sinaloa

Prayed

May 20, 1810, Spanish Priest, named San Bernardino Valley

Don Lugo bought, Colton, San Bernardino, Highland, Loma Linda, Redlands and Yucaipa

Homes with two


Project GLADTM


CALIFORNIA63

Women did housework

Men worked the fields

divisions did not lock anything up

Kept all valuables in a suitcase

Yucaipa and Cucamonga have indigenous names

California name used in a romantic novel

Serrano(Yuhaviatam)

Yuhaviatam people named Serrano, meaning Mountaineers or Highlanders by Spanish priests

1,000 indigenous people lived in San Bernardino and Yucaipa Valley

Mojave Desert and the San

Traded with Mojave to the east and the Gabrielino to the west, Cahuillas and Chemehuevi.

Trade and exchange system to bring goods and horses

Self-reliant government

Keep gaming on

Environment was their resource

Used as slave labor to build the missions

1800s built the first roads in the valley

1819- built the first aqueduct

1822- Irrigation system known as the Zanja.

Shamans used herbs to heal people

Sung/prayed over the game that was hunted in a ceremonial house

Forbidden to marry anyone related to them within five generations.

1824- Tribal Sovereignty

San Manuel Indian Reservation home to present day Serrano.

Casino has brought success

September, 2011 first


Project GLADTM


CALIFORNIA64

Bernardino Mountains in Southern California

Serrano people brought into San Gabriel Mission

Disease reduced population

1866-San Bernardino battle set out to murder all indigenous people in the area

1866- Santos Manuel Kika helped Serrano escape attacks

1891- San Manuel Indian Reservation established

Reservation lands, invest in education, and businesses

Provide for cancer research, people and schools

o Guide dogs of the Desert and Emmerton Elementary

. Native American TV channel in the US

Chinese 1860s- 1st “Chinatown”

Chinese arrived in 1867

1878 Chinatown established in San Bernardino

Worked long hours at cheap rates

Second-class citizens and segregated

Created businesses

Grew vegetables in “Chinese gardens”

Wong Nim erects the first Buddhist temple

1860s- helped to

Followed the Buddhist faith

Sold porcelain bracelets

Children given leechee nuts and other small

Diet was rice, beans, pork, chicken, and tea

Worked for a dollar a


Project GLADTM


CALIFORNIA65

streets 1870s Wong Nim

becomes mayor of “Chinatown”

1920s “Chinatown” ends

1873 worked in local vineyards

build transcontinental railroad

1883 most Chinese laborers recruited to work on the extension of the railroad

gifts Men and

women encouraged to live at home with parents till married

day Chinatowns

sprang up in Redlands, CA near Oriental and Eureka Streets.

Jewish People

1851- arrived about same time as Mormon settlers

1852- Marcus Katz first merchant who opened up a general store

1860 40-50% Jewish population

Banking and finance

1831-Lewis Jacobs created Bank of San Bernardino

1858- Businessmen owned 3 small stores

Abraham Wolff influential in financing of trade, mining, and cattle

Lewis Jacobs and Louis Carol supplied lumber

Jacobs establishes first horse-drawn streetcar and hydroelectric power plant

1873 San Bernardino Bank finances the first telegraph line

1860-1870- City’s volunteer fire departments

1875- Levy and Brunn establish city library.

Congregation Emanu El chartered 1891

Knowledgeable individuals allowed to preside over funerals and weddings

Participated in many social events

Oldest Jewish cemetery on the west coast, Home of Eternity, founded in the 1850s1868 San Bernardino Hebrew and English Academy was opened

Influencing Group Founding and Development

Influence on the Economy

Contributions Religious Beliefs/Cultural

Traditions

Interesting Facts


Project GLADTM


CALIFORNIA66

Mormons

Californianos

Serrano(Yuhaviatam)

Chinese

Jewish People


Influencing GroupMind Map- The History of San Bernardino (the city) (3) Name: ________________________________________

Project GLADTM


CALIFORNIA67

Sample Literacy Award Text

*Literacy Awards are intended to include authentic pictures and graphics. Pictures and graphics are not available due to copyright laws.

Synonyms are two words that have similar meanings or definitions. Several examples are:

indigenous – native

country – nation

freedom – independence

How many synonyms can you record on the back of your award?

Antonyms are two words that have opposite meanings or definitions. Several examples are:

attack – defend

buy – sell

divide – unite

How many antonyms can you record on the back of your award?


Project GLADTM


CALIFORNIA68



Look at the picture of the arrowhead. What resources could you use to find additional facts about this landmark? Find 3 or more facts and record on the back. Be sure to cite the source where you got your information!

Here is an example:“It is an exact representation of the traditional flint head of an Indian’s arrow.” (www.sbcity.org, 2012)

Anthropologist: one who studies the origins, physical and cultural development, biological characteristics, and social customs and beliefs of humankind.

Think of some of the customs and beliefs that your family practices. Sketch a picture of something important to your family on the backside of the award. Record what you do with your family and what traditions are important to celebrate.



http://www.sbcity.org/

Project GLADTM


CALIFORNIA69


Prefixes letters that come at the beginning of root words. Knowledge of prefixes helps learners define unknown words.

Prefix: un- which means notunfamiliar: not familiar or known

Prefix: dis- which means reversingdisappear: reversing appearance or ability to see

Prefix: re- which means againreread: read again

represent: to present again or anew

How many words can you generate on the back of this award that have prefixes?

Suffixes are letters that come at the end of root words. Knowledge of suffixes helps learners define unknown words.

Suffix: -er; one who or a person whoSettler – one who settles in a new

country or area.

How many words can you generate on the back of this award that have suffixes?


Documents

Social Studies Standards: Level 3 - Be GLAD€¦ · Web viewSocial Studies. The Serrano culture was directly related to the local topography. (3.2.2) Chaparral makes up the local