Curriculum Unit for the 4th Grade to accompany the Ansel Adams Inaugural Exhibition: California Carnegie Arts Center Turlock, California September 10, 2011 to January 8, 2012 Brenda Betts, Ph.D. Professor Department of Teacher Education California State University, Stanislaus Turlock, California 95382 Table of Contents Topic Page Number Introduction to the Curriculum Unit 1 California 3 Authors: Molly Guzzi, Lauren Stastny, and Autumn Reed 3 Introduction to California 4 Lesson Plan #1 for California 5 Lesson Plan #2 for California 10 Lesson Plan #3 for California 15 Lesson Plan #4 for California 19 YosemRitees our ces for Californ ia 2 236 Authors: Destiny Anderson, Karina Andrade, Sahirah Miller, 26 and Deborah Cardoza Introduction to Yosemite 27 Lesson Plan #1 for Yosemite 28 Lesson Plan #2 for Yosemite 31 Lesson Plan #3 for Yosemite 34 Lesson Plan #4 for Yosemite 37 WW II RJaepsoaunrecsees- Afomr Yeroisceamni tIen tern ment 4425 Authors: Jill Kelley, Jessica Miller, Sandra Lopez, and Melissa Vasquez 45 Introduction to WWII Japanese-American Internment 46 Lesson Plan #1 for WWII Japanese-American Internment 47 Lesson Plan #2 for WWII Japanese-American Internment 50 Lesson Plan #3 for WWII Japanese-American Internment 53 Lesson Plan #4 for WWII Japanese-American Internment 56 Lesson Plan #5 for WWII Japanese-American Internment 59 Water R esour ces for WWII J apanes e-Amer ican In ternme nt 6615 Authors: Joni Charles, Aenoy Miranda and Shoua Xiong 65 Introduction to Water 66 Lesson Plan #1 for Water 68 Lesson Plan #2 for Water 72 Lesson Plan #3 for Water 90 Lesson Plan #4 for Water 93 Resources for Water 114 Topic Page Number Farming 119 Authors: Amita Bassi, Jennifer Lower, and Crystal Villanueva 119 Introduction to Farming 120 Lesson Plan #1 for Farming 122 LessonPlan #2 for Farming 132 Lesson Plan #3 for Farming 148 Lesson Plan #4 for Farming 158 ConserRveastoiounrc es for Farmin g 116635 Authors: Susana Magana-Curiel, Mary Gonzalez, and Ana Vargas 165 Introduction to Conservation 166 Lesson Plan #1 for Conservation 167 Lesson Plan #2 for Conservation 180 Lesson Plan #3 for Conservation 190 GeologLye sson Plan #4 for Co nserva tion 129152 Authors: Samantha Cardoza, Nick Froehlich, and Irene Munguia 212 Introduction to Geology 213 Lesson Plan #1 for Geology 216 Lesson Plan #2 for Geology 220 Lesson Plan #3 for Geology 224 Lesson Plan #4 for Geology 226 Resources for Geology 235 Memorabilia 237 Authors: Muang Saetern, Elaine Greta Smith, and Travis Tyler 237 Introduction to Memorabilia 238 Lesson Plan #1 for Memorabilia 239 Lesson Plan #2 for Memorabilia 242 Lesson Plan #3 for Memorabilia 246 Lesson Plan #4 for Memorabilia 255 Lesson Plan #5 for Memorabilia 258 Resources for Memorabilia 269 Introduction to the Curriculum Unit Ansel Adams Inaugural Exhibition: California This Curriculum Unit includes 34 lesson plans to accompany the at the Carnegie Arts Center in Turlock, California. th The purpose of this curriculum unit is to provide 4 Grade teachers and students with interesting and informative lesson plans, so students can learn more about Ansel Adams and the subjects he chose to photograph during his remarkable career. He was concerned about many important topics during his lifetime that are still relevant today. Ansel Adams Inaugural Exhibition: California This unit is divided into eight sections to complement the . The sections include: California, Yosemite, WWII Japanese-American Internment, Water, Farming, Conservation, Geology, and Memorabilia. The teacher may decide to teach one or more lesson plans from each section. It is recommended that the teacher read through the curriculum unit and make a decision about which lesson plans seem to best match instructional goals. Ansel Adams photographed many locations in California and across the United States. This exhibition focuses on his photographs in locations throughout California, particularly the Central Valley. Some of the photographs will be familiar to the observer, but others are featured in this public exhibition for the first time. By sharing these dramatic and fascinating photos, the family of Ansel Adams hopes to stimulate interest in teaching and learning about the arts. th The History-Social Science Standards for the 4 Grade focus on California History, so the lesson plans are th most relevant for the 4 Grade. However, teachers are welcome to implement these lesson plans in other grade levels. The lesson plans were designed to provide all of the necessary information and materials to minimize teacher preparation time. In addition to appropriate, interactive, and hands-on lessons, this curriculum unit includes many excellent resources for teachers and students. There are activity sheets, graphic organizers, charts, powerpoints, recommended books and web sites for each section of the unit. th The lesson plans have been designed for the 4 grade History-Social Science Standards, the Visual & Performing Arts Standards, and the English Language Development Standards. Some of the lesson plans iTnhcelu pdhe oatdodgirtiaopnhasl sbuyb Ajencts ealr eAadsa. ms that are included in the exhibition and the lesson plans are in the Carnegie Arts Center, Turlock web site. An interesting and informative biography for Ansel Adams is located at http://www.anseladams.com/anseladams_biography_s/51.htm 1 The lesson plans were written by students in the Multiple Subjects Credential Program in the Department of Teacher Education at California State University, Stanislaus. The credential students include: Destiny Anderson Karina Andrade Amita Bassi Deborah Cardoza Samantha Cardoza Joni Charles Nicholas Froehlich Mary Lisa Gonzales Molly Guzzi Jill Kelley Sandra Lopez Jennifer Lower Susana Magana-Curiel Jessica Miller Sahirah Miller Aenoy Miranda Irene Munguia Autumn Reed Muang Saetern Elaine Smith Lauren Stastny Travis Tyler Ana Vargas Melissa Vasquez Crystal Villanueva Shoua Xiong 2 California Authors: Molly Guzzi Lauren Stastny Autumn Reed 3 Introduction to California California is a very unique place. Why you might be asking? Is it because of the miles of beautiful California beaches? Or a plethora of delicious agricultural commodities? Abundant natural resources? A variety of climates to enjoy numerous outdoor sports? All of these things do make California a very special place. However, in this curriculum unit we recognize that California is a unique place for many reasons. First, there are major landmarks that are as famous as the Great Wall of China and the Egyptian Pyramids. Yes, I am referring to the 21 California Missions that have been standing for more than 120 years. I'm also talking about the Golden Gate Bridge, the longest suspension bridge in the world for many years. Second, California has a diverse terrain from the grass plains to the mountains, from the deserts to the ocean. California offers beautiful landscapes throughout the state. Third, the population of California reflects the cultures and countries of the world. It might be what makes California the most unique place in the world. You can find a Chinese restaurant on the same corner as an Italian bistro. You can hear multiple languages at the grocery store, parks, and schools. We can learn much from our friends and neighbors. We can also learn about California from the life and photographs of Ansel Adams. He was a photographer, an artist, a historian, an observer, and an environmentalist. Ansel Adams tried to capture the essence of California and he made history while doing so. For example, Adams photographed Ina Coolbrith and Robinson Jeffers, two influential American poets. He not only photographed influential people, but significant locations such as Mt. Lyell, Mt. McClure, Yosemite, and many others. While viewing the photographs taken by Ansel Adams, we were impressed and delighted by his ability to evoke emotion and to encourage us to think about issues beyond the photograph. He reminded us of the importance of nature and how much we need to protect the strong, but fragile environment. He was a remarkable photographer and we hope you and your students will enjoy his contributions to photography, art, history, and social commentary as much as we do. The lesson plans in the section reflect California history and feature the unique photographs of Ansel Adams. The photographs of Ansel Adams can inform and inspire students to learn more about the unique and diverse history and culture of California while meeting many of the state standards. Suggestions for accommodating English Learners and students with Special Needs are included with each lesson plan. 4 Lesson Plan #1 for California Molly Guzzi Subject Area: History-Social Science Grade Level: 4th ELD Level: _Beginning _X Early Intermediate _ Intermediate _ Early Advanced _Advanced Subject Area Standards History-Social Science Standards 4.2 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. 5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos. ELD Standards Writing: Strategies and Applications. Write an increasing number of words and simple sentences appropriate for language arts and other content areas (e.g., math, science, history-social science). (page 71) Listening & Speaking: Comprehension. Ask and answer questions by using phrases or simple sentences. (page 18) Objectives The students will be able to explain the purpose and function of the mission and why they were established. The students will be able to see key features of the California missions from photographs by Ansel Adams. The students will create mission books. Materials PowerPoint with photographs of 21 California missions (online, see Resources) Ansel Adams photographs (included) web resources: see the Resources section. different colors of paper markers stapler Template: see the Resources section for the template Key Vocabulary Words Missions, indigenous people, hunter gathers, society, civilized, agriculture, colonization, religion 5 SDAIE Strategies Visuals (photographs), predictions, brainstorming Accommodations for Special Needs Speech: Use visuals including books and photos. Choral reading. Anticipatory Set (Contextualization/Introductory Experience) Turn off the lights. Show the PowerPoint with photographs of 21 California missions (including Ansel Adams). Ask students if they have ever seen buildings like these. Do they have a special or particular name? Then, the class will brainstorm about the purpose of the buildings. Were they homes, schools, places of worship? Instructional Input (Modeling/Bridging/Schema Building/Metacognitive Development) Using a white board/overhead/elmo, the students will write what the teacher writes. Fill in the FIRST layered book. Title the book, California Missions. Label each flap as follows; Who, What, Where, When, Why Write (both teacher and students): Who founded the missions? King Charles III of Spain wanted to establish settlements in Alta California to keep control of the land. What are the key features of the California missions? • bell towers • garden • arched doorways • patio • fountain • tilted roofs • bare walls • church • bedrooms • kitchen • guard house • store room • cemetery Where are the California missions located? The California Missions were built up and down the coast of California. Towns were established near the missions. The missions also made trade easier between ships and people coming to the area. Each mission was placed a day’s walk from the next mission. 6 When were the California Missions built? The first California mission was established in 1769, and the last one in 1835. The mission era ended because the Mexican government had just kicked the Spaniards out of New Spain (Mexico). Also, the maintenance of the missions was too expensive. Why are the California Missions important to California? The California Missions are important to our lives today, because they shaped the development of cities, transportation routes, and they laid the foundation for how the residents of California live, work, and travel. We are no longer hunter and gathers, but an advanced civilization. We have the mission system to thank for that. Now we use agriculture and different technologies in order to stay in one area and enjoy a comfortable lifestyle. Procedure First: Tell the students that they will have an opportunity to assemble the first layered book. Then, the teacher models how to create the mission book. Fill in the FIRST layered book Title it: California Missions. Model how to make it (fill in together with students.) Who, What, Where, When, Why flaps. Second: Introduce a collection of California Mission resources (books, print outs) Third: The teacher will review all of the 21 missions with the students. The students will select a California Mission for their next mission book. Fourth: The students will assemble the second layered book using the information they collected in step 3. On the front cover the students will label the mission that they selected. Fifth: Have each student label the flaps as follows: Who, What, Where, When, Why. Guided Practice Tell each student to research her/his mission. The students will then fill in the who, what, where, when, and why of their Mission. In the second layered book, (just as it was modeled when the class did it as a whole) students will answer the questions as they pertain to their particular mission. WHO started the mission of that they chose? WHAT are the important elements of their mission? WHERE is their mission located? WHEN was their mission built? WHY is their mission important to the California Missions? When the students have completed their books, they can staple the two books back to back. Closure Have student share the information that they learned about their California Mission. What was the most interesting thing that they learned about their mission? (Keep track of their responses for a follow-up activity) 7