Students will produce a written response, using a mural of Toypurina as a prompt. They will also examine images of the Tongva within the context of how they lived “before missions” and “within the mission system" with a focus on how the mission system impacted their culture and quality of life. Students will work in collaborative groups to analyze images, record observations, make inferences, and respond to questions generated.
Lesson: What was life like for the Tongva before and after Spanish arrival?
4.2: Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
4.2.1: Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
4.2.5: Describe the daily lives of the people, native and non-native, who occupied the presidios, missions, ranchos, and pueblos.
4.2.6: Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy, to an agricultural economy.
CCSS.ELA-LITERACY.RI.4.4: Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area. Integration of Knowledge and Ideas.
CCSS.ELA-LITERACY.RI.4.7: Interpret information presented visually, orally, or quantitatively
CCSS. ELA-LITERACY.W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.