Fullerton_History_Level_3 - Be GLAD
The History of Fullerton
Project G.L.A.D.
Fullerton School District
Written By FSD Key Trainers:
Susie Wren
Suzanne Crago-Schneider
Leanna Pionke
PROJECT G.L.A.D.
Fullerton School District
FULLERTON/THIRD GRADE
IDEA PAGES
I. UNIT THEME
•Fullerton’s history dates back to prehistoric times and has seen many changes. (3.3)
•Many people made contributions to make Fullerton what it is today. (3.3.1.b, 3.3.2.a, 3.3.2.b, 3.3.3.a)
•The chaparral is the natural landscape of Fullerton, with a variety of others close by (mountains, ocean, etc.). (3.1, 3.1.1, 3.1.2)
•Cross-cultural sensitivity: Fullerton is a city whose population is based upon the immigration of people from many different countries. As a result, Fullerton has a rich culture and ethnic diversity to be explored, understood, and appreciated. (3.2.1, 3.3.1.a, 3.3.1.b)
II. FOCUS/MOTIVATION
•Observation Charts - past vs. present
•Inquiry Charts
•Personal Interaction - share family history and one cultural article
•World Map - plot our family backgrounds/origins
•Fullerton/Historian Awards
•Songs/Poetry
•Teacher made big book - Fullerton Is Our Town
III. CLOSURE
•Field Trip - Heritage House/Fullerton Arboretum
•Class big book - Important Book - Fullerton
•Process charts/learnings
•Fullerton Day
•Tableau Theater
•Observation Charts - assessment
•Assessment - paragraph writing and learning logs
IV. CONCEPTS
Social Studies
•The Gabrielino/Tongva 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 Gabrielino/Tongva way of life changed greatly to due Spanish exploration and exploitation.3.2.3, 3.2.4, 3.3.1.a)
•Spanish explorers had a strong impact on Fullerton. (3.2.4, 3.3.1.a, 3.3.1.b, 3.3.2.a)
•Settlers and the westward movement brought about change in Fullerton. (3.3.1.a, 3.3.1.b, 3.3.2.a, 3.3.3.a)
•The railroad, agriculture, and oil are of economic importance in Fullerton’s history. (3.5.1, 3.5.2, 3.5.3)
•Expansion and cityhood brought about significant growth in Fullerton. (3.3.2.b, 3.3.3.a, 3.3.3.b, 3.4.1, 3.4.2)
•Many people made contributions throughout Fullerton’s history. (3.3)
Science
•Living things have adaptations to help them survive. (3, 3.a)
•Diverse life forms live in the chaparral/Fullerton. (3.b)
•Prehistoric animals that once lived in Fullerton are extinct, and can be compared and contrasted with living things that are alive today. (3.e)
V. VOCABULARY
acorn
acre
airfield
architecture
calling card
chaparral
Charles C. Chapman
city council
crop
depression
Domingo Bastanchury
Dr. George C. Clark
Eastlake Victorian
Edward Atherton
Father Crespi
Father Serra
gable
Gabrielino
Gaspar de Portola
general store
George Fullerton
George/Edward Amerige
Herbert Ford
Heritage House
lamp lighter
mammoth
mayor
mustard
oil well
Orange County
orchard
ostrich farm
paleontologist
parlour
pharmacy
physician
Prehistoric
railroad
ranch
rancheros
rancho
saber-toothed tiger
San Gabriel Mission
sheep
soup kitchens
Spain
Tongva
Valencia orange
wickiup
VI. ELA/ELL STANDARDS
A. Reading: 1.0, 1.1, 1.2, 1.3, 1.4, 2.0, 2.1, 2.2, 3.0, 3.1, 3.2
B. Writing: 1.0, 1.1, 1.2, 1.3, 2.0, 2.1, 2.3
C. Written/Oral Language Conventions: 1.0, 1.1, 1.2, 1.3, 1.4
D. Listening and Speaking: 1.0, 1.1, 1.2, 1.3, 1.4, 2.0, 2.1, 2.2
*** See attachment for links to specific GLAD strategies. ***
E. ELL Standards: See Fullerton School District’s English Language Development Standards-Based Instructional Guide, Grades 3-6 for specific expectations for achievement of standards for each language level: Beginning, Early Intermediate, Intermediate, Early Advanced, and Advanced. This guide offers appropriate acquisition items for each specific language level in order to adequately meet the diverse needs of English language learners.
VII. MATH STANDARDS
Number Sense
1.1 Count, read, and write whole numbers to 10,000.
1.2 Compare and order whole numbers to 10,000.
2.1 Find the sum or difference of two whole numbers between 0 and 10,000.
2.7 Determine the unit cost when given the total cost and number of units.
Mathematical Reasoning
2.3 Use a variety of methods such as words, numbers, symbols, charts, graphs, tables, diagrams and models, to explain mathematical reasoning.
VIII. SCIENCE STANDARDS
Life Sciences
3. Adaptations in physical structure or behavior may improve an organism’s chance for survival.
3.a Identify and describe structures that serve different functions in reproduction, growth, and survival in plants and animals.
3.b Identify examples of diverse life forms in different environments, e.g. oceans, deserts, tundra, forests, grasslands, and wetlands.
3.e Compare and contrast organisms that once lived on Earth but are now extinct with others that are alive today.
Investigation and Experimentation
5.a Repeat observations to improve accuracy. Know that the results of similar scientific investigations seldom turn out exactly the same whether due to unexpected differences in the things being investigated, methods being used, or areas of uncertainty in the observation.
5.b Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed up by observations that can be confirmed.
5.c Use numerical data in describing and comparing objects, events, and measurements.
5.d Predict the outcome of a simple investigation, and compare the result to the prediction.
5.e Students will collect data in an investigation and analyze them to develop a logical conclusion.
IX. SOCIAL STUDIES STANDARDS
3.1.1 Identify geographical features found in their local region, e.g. deserts, mountains, valleys, hills, coastal areas, oceans, lakes.
3.1.2 Trace 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 river or coastline.
3.2.1 Compare and contrast the national identities, customs, and various folklore traditions.
3.2.2 Examine 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.
3.2.3 Identify the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments.
3.2.4 Describe the interaction of new settlers with the already established Indians of the region.
3.3.1.a Distinguish between the explorers who visited here (e.g. Columbus), the newcomers who settled here, and the people who continue to come to the region.
3.3.1.b Identify the cultural and religious traditions and contributions of each group of settlers.
3.3.2.a Understand the relationship of the economies established by settlers and the present day economy.
3.3.2.b Recognize the importance of private property and entrepreneurship.
3.3.3.a Recognize why their community was established (e.g. how individuals and families contributed to its founding and development.
3.3.3.b Identify how the community has changed over time by drawing upon primary sources (e.g. maps, photographs, oral histories, letters, newspapers).
3.5.1 Compare how local producers have used natural resources, human resources, and capital resources to compare goods and services in the past and the present.
3.5.2 Identify how some things are made locally, some elsewhere in the U.S., and some abroad.
3.5.3 Understand how individual economic choices involve evaluation of costs and benefits.
3.5.4 Value the significance of how pupils “work” in school develops their personal human capital.
X. VISUAL AND PERFORMING ARTS STANDARDS
Theater
2.1 Participate in cooperative scriptwriting or improvisations that incorporate the 5 W’s.
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.
5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.
Visual Arts
1.3 Identify and describe how foreground, middle ground, and background are used to create the illusion of space.
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.
3.2 Identify artists from his/her own community, country, or state and discuss local or regional art traditions.
5.2 Write a poem or story inspired by their own works of art.
XI. RESOURCES AND MATERIALS - Non-fiction
Fullerton: A Pictorial History, Bob Ziebell
The Tongva of California, Jack S. Williams
Gabrielino, Barbara A. Gray-Kanatiiosh
The Orange County Experience, Reichman/Cardinale
Images of Yesterday: A Fullerton Photo Album, Evelyn
Cadman/Jane Mueller
100 Years of Yesterdays, Orange County Register
Brea, Esther Cramer
The Gabrielino, Bruce W. Miller
The California Chaparral: An Elfin Forest, W. S. Head
The Story of Women Who Shaped the West, Mary Virginia Fox
Bibliography of Orange County History: Resources for
Elementary School Teachers, Opal Kissinger/Orange County Historical Commission
Chumash: A Picture of their World, Bruce W. Miller
California Missions: The Earliest Series of Views Made in 1856 - The Journal and Drawings of Henry Miller, Bellerophon Books
The Decoration of the California Missions, Norman Neuerburg
RESOURCES AND MATERIALS - Fiction
Grandfather’s Journey, Allen Say
The Important Book, Margaret Wise Brown
Round Trip, Ann Jonas
Peppe the Lamplighter, Elisa Bartone
New Providence: A Changing Cityscape, von
Tscharner/Fleming
Roxaboxen, Alice McLerran
My Place In Space, Robin & Sally Hirst
City Street, Douglas Florian
Changing Countryside and Changing City, Jorg Muller
RESOURCES AND MATERIALS - Core Literature/District Texts
Ostrich Eggs for Breakfast, Dora May Sim
Pheobe’s Revolt, Natalie Babbitt, 3rd grade Houghton Mifflin
A View of Fullerton from Yesterday to Today, student book,
Children’s League of Fullerton/Fullerton School District
RESOURCES AND MATERIALS - Core Poetry
Street Poems, Robert Froman
Fullerton Poetry Booklet
RESOURCES AND MATERIALS - Videos
Video: History of Fullerton,Children’s League of Fullerton
Video: Portraits of Progress: A Centennial Overview of Orange
County History
RESOURCES AND MATERIALS - Websites
ADDITIONAL RESOURCES
Orange County Historical Commission
P.O. Box 4048
Santa Ana, CA 92702
714•834•5560
Fullerton Arboretum/Heritage House
1900 Associated Road
Fullerton, CA 92631
Arboretum: 714•773•3579
Heritage House: 714•773•2843
Southwest Museum
234 Museum Drive
Los Angeles, CA 90065
Mailing Address:
P.O. Box 41558
Los Angeles, CA 90041-0558
213•221•2164
Heritage Hill Historical Park
25151 Serrano Road
Lake Forest, CA 92630
714•855•2028
Old El Toro Press/Joe Osterman
10950 Valley View
Whittier, CA 90604
310•941•5059
George Key Ranch
Placentia, CA
714•966•4419
Ralph B. Clark Regional Park
8800 Rosecrans Avenue
Buena Park, CA 90621
714•670•8045
Third Grade Activities/History of Fullerton CD-ROM by Barbara Moore, FSD
PROJECT G.L.A.D.
Fullerton School District
FULLERTON/THIRD GRADE
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
•Observation Charts - past vs. present
•Inquiry Charts
•Personal Interaction - share family history and one cultural article
•World Map - plot our family backgrounds
•Fullerton/Historian Awards
•Songs/Poetry
•Teacher made big book: Fullerton Is Our Town
II. INPUT
•Pictorial Input
1. Tongva/chaparral
2. Ostrich
3. Victorian House/Dr. Clark (optional)
4. San Gabriel Mission (optional)
•Narrative Input - History of Fullerton (complete over several sessions)
•Graphic Organizer - economic growth influences in Fullerton
•World Map
•California Map/Fullerton Map
•Read Aloud
III. GUIDED ORAL PRACTICE
•T-graph for social skills
•Personal Interaction/personal histories
•Farmer in the Dell - ostriches
•Process Grid - Charles Chapman, Edward and George Amerige, Domingo Bastanchury, George Fullerton
•Primary Language Groups
•Process inquiry charts
•Poetry/chanting/singing
•Picture File
•Poetry group frame: Ostriches Here, Ostriches There
•Fill in story map
•Guided reading practice of all charts
IV. READING/WRITING
A. Total Group
•Group frames
-Cooperative strip paragraph
-Story Map
-Found poetry
•Modeling strip books
•Modeling contractions
•Modeling quotation marks
•Modeling capitalization of proper nouns
•Modeling commas in a series
B. Cooperative Reading/Writing Choices
•Team Tongva picture with labels
•Team timeline
•Story map
•Fullerton map
•California map
•Focused reading
•Process Grid
•Expert groups
•Primary language groups
•Flexible reading groups
•Farmer in the Dell: chart and words cards
•Mind Mapping
C. Individual Activities - Portfolio
•Learning Log
•Interactive Journals
•Poetry Book
•World Map
•Process Grid
•Strip Book
•Farmer in the Dell: chart and word cards
•Ostriches Here, Ostriches There frame
•Poetry
•Personal exploration: investigate family background/history
D. Writer’s Workshop
•Mini-lesson
•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
•Fullerton Art Curriculum Guide
-Overlapping Buildings
•Mosaic Art - Seal of Fullerton
•Activities developed by Lauralyn Eschner:
-Tableau Theater
-Coiled Baskets
-Architectural Stampers
VI. DAILY ACTIVITIES
•Read Aloud
•Silent Reading
•Interactive Journals
•Reading/Writing Choices
•Writer’s Workshop
•Personal Interaction
VII. CLOSURE
•Process charts/learnings
•Class big book - Important Book - Fullerton
•Field Trip to Heritage House
•Fullerton Day
•Tableau Theater
•Team presentations
•Assessment: learning logs
•Assessment: observation charts
•Assessment: content-based paragraph writing
PROJECT G.L.A.D.
Fullerton School District
FULLERTON/THIRD GRADE
SAMPLE DAILY LESSON PLAN
Day 1
FOCUS/MOTIVATION
•Interactive journal writing
•Observation charts with picture file: comparing Fullerton’s past and present
•Inquiry charts: What do we know about Fullerton? What do we want to know about Fullerton?
•Historian Badges/Fullerton Awards
INPUT
•Big book: Fullerton Is Our Town
•Pictorial input: Tongva/chaparral
•World map: oceans, continents, countries, equator, California/states
•California map: ocean, physical features and landscapes, Orange County, Fullerton (modeling of capitalization of proper nouns)
•10/2 with primary language groups
•Read Aloud: Ostrich Eggs for Breakfast and My Place in Space
GUIDED ORAL PRACTICE
•T-graph for social skills: helpfulness
•Poetry/chanting/singing
•Personal interaction: What do you like best about living in Fullerton? Why?
READING/WRITING
•Primary language inquiry charts
•Learning log: Text- 3 facts about the Tongva; You - What do you think was the most difficult aspect of their lives? Why?
•Writer’s Workshop
-Mini-lesson
-Plan, write, share
-Conferencing
-Author’s Chair
CLOSURE
•Process charts
•Poetry/chanting/singing
•Home-School Connection: family history and one cultural article
Day 2
FOCUS/MOTIVATION
•Interactive journal writing
•Reread big book
•Awards
INPUT
•Narrative input: History of Fullerton Part I
•Fullerton Map: plot different areas/locations in Fullerton
•10/2 with primary language groups
•Read aloud: Ostrich Eggs for Breakfast and Peppe the Lamplighter
GUIDED ORAL PRACTICE
•Review pictorial input and map with word cards
•Poetry/chanting: “Oranges Here, Oranges There”
•Personal interaction: share histories/cultural articles
•Primary language groups: record true facts about Fullerton from charts
READING/WRITING
•Model flip chant: Fullerton is...
•Highlight proper nouns on charts
•Team Workshop
` -World map
-California map
-Fullerton map
-Tongva/chaparral picture with labels
-Team time line
-Flip chant
•Expert Groups: Charles Chapman, George Fullerton, Domingo Bastanchury, George/Edward Amerige
•Writer’s Workshop
-Mini-lesson
-Plan, write, share
-Conferencing
-Author’s Chair
CLOSURE
•Process charts
•Poetry/chanting/singing
•Home-school connection: Mind map team sharing of family histories/Include pictures of four cultural articles
Day 3
FOCUS/MOTIVATION
•Interactive journal writing
•Preview/review: Ostrich
•Plotting family backgrounds on map
•Awards
INPUT
•Narrative input: History of Fullerton - Part II
•Pictorial input: Ostrich
•10/2 with primary language groups
•Read aloud: Ostrich Eggs for Breakfast and Pheobe’s Revolt
GUIDED ORAL PRACTICE
•Process Grid: information from expert groups (Chapman, Fullerton, Amerige brothers, Bastanchury)
•Farmer in the Dell: ostriches
•Personal interaction: What do you think it would be like to live in a Victorian house?
•Review charts
READING/WRITING
•Learning log: Text - 5 true facts about Fullerton; You - What is the most important fact to you? Why?
•Group Frame: “Ostriches Here, Ostriches There”
•Group Frame - Cooperative strip paragraph: historical facts about Fullerton, emphasis on factual correctness and chronological order; edit for content only
•Focused reading
•Writer’s Workshop
-Mini-lesson
-Plan, write, share
-Conferencing
-Author’s Chair
CLOSURE
•Process charts
•Poetry/chanting/singing
•Home-school connection: Share 5 true facts you have learned about Fullerton with your family.
Day 4
FOCUS/MOTIVATION
•Interactive journal writing
•Review charts
•Poetry/chanting/singing
•Awards
INPUT
•Graphic organizer: factors that have influenced Fullerton’s growth: oranges, oil, railroad - large on floor with picture file
•Read Aloud: Ostrich Eggs for Breakfast and Roxaboxen
GUIDED ORAL PRACTICE
•Poetry/chanting/singing
•Review charts
•Fill in story map: Pheobe’s Revolt
READING/WRITING
•Guided reading practice of charts
•Found poetry: read and highlight text
•Farmer in the Dell word cards - team sentence building and sharing
•Cooperative strip paragraph: edit for correctness
•Reading/Writing Workshop
-introduce reading and writing choices
-conferencing
-Author’s Chair
CLOSURE
•Process charts
•Poetry/chanting/singing
•Home-school connection: Parent Interview: Why did your family move to Fullerton? What do your parents like best about Fullerton?
Day 5
FOCUS/MOTIVATION
•Interactive journal writing
•Awards
•Review and process all charts
INPUT
•Read aloud: Ostrich Eggs for Breakfast and City Street
GUIDED ORAL PRACTICE
•Process inquiry charts
•Poetry/chanting/singing
READING/WRITING
•Ear to ear reading: cooperative paragraph
•Mind maps - teams
•Found poetry: build poem in pocket chart
•Team Workshop: add new choices
-process grid
-Farmer in the Dell word cards or new chart
-story map
•Flexible reading groups: cooperative paragraph text
•Reading/Writing Workshop
-choices
-conferencing
-Publisher’s Circle
CLOSURE
•Review/process all charts
•Poetry/chanting/singing
•Team presentations
BIG BOOK TEXT
Fullerton Is Our Town
By Susie Wren & Suzanne Crago-Schneider
Welcome to Fullerton, I’ll be your host today.
We’ll learn the history of where we live and play.
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
In the 1860’s people moved out west,
They came with big dreams and hoped for the best.
Domingo Bastanchury came from France to raise sheep,
St. Jude Hospital is now where sheep used to sleep!
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
In 1884 Herbert Ford started a store,
He built a home and planted trees to grow for evermore.
His house is gone but the trees still stand,
City Hall is on what used to be his land.
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
The Amerige brothers bought land to be our city,
They thought the ground was good and the area was pretty.
George Fullerton helped the railroad through,
It was very exciting when the first whistle blew!
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
Charles Chapman grew orange trees on his ranch,
The Valencia orange grew on every branch.
Acacia school now stands on the ground,
Where Mr. Atherton’s ostriches laid eggs all around.
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
Dr. George C. Clark was the first doctor to practice here,
Fullerton was glad to have a doctor so near.
Fullerton has continued to grow and change,
On what long ago was a sheep grazing range.
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
Fullerton’s first library with books to read,
Was with the help of Mr. Carnegie, a special man indeed.
Fullerton got bigger, it grew and grew,
It had parks, police, and firemen, too!
Fullerton, Fullerton, is our town,
At the top of Orange County it sits like a crown!
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William and Robert Dowling – Additional Information
William and Robert Dowling are important figures in Fullerton’s history. They are the brothers responsible for what is known today as the Fullerton Municipal Airport.
The Dowling brothers were Placentia citrus ranchers and pioneer aviators. They wanted a landing site near the home their parents were building in Fullerton. At the time, the brothers were landing their planes in Brea.
In the summer of 1926 William Dowling spotted an abandoned sewer farm in Fullerton. He thought it would be an ideal landing strip. With the help of the Chamber of Commerce, the Dowling brothers approached the City Council for permission to turn the farm into a landing field. The land, which had once been used for raising pigs, was described by one City Councilman as only good “for raising bullfrogs.” Since the land had shown little chance of being sold, the City Council agreed to lease the land to the Chamber of Commerce for five years, at a fee of $1 per year. The land was then subleased to William Dowling and Yorba Linda resident Willard Morris.
On February 24, 1927, William Dowling flew one of his planes from Brea to make the first landing at the Fullerton Airport. By July of that year, the airport was listed on aviation maps.
William Dowling became the unofficial manager of the airport. He earned his money by giving flying lessons, carrying passengers, and offering sightseeing trips. He often traded lessons or rides for items of value if his customers did not have money.
The airport was officially dedicated on April 21, 1928. Two days later the airport hosted the first of many airshows. Thousands of people came to attend the airshows. The Dowlings often participated in the airshows.
Eventually Morris sold his interest in the airport to Claude Lang, who later sold to Robert Dowling. William Dowling left the airport in 1930 to become a TWA pilot. Robert Dowling went on to manage the Placentia Mutual Orange Association’s packing house. Both men continued to help with the airport until World War II. The City Council took direct control of the airport in January of 1941.
Narrative Input: The History of Fullerton
Scene 1: In prehistoric times, saber-toothed tigers, mammoths, and prehistoric camels walked about the land where Fullerton is today. This was discovered by paleontologists. Paleontologists study bones to learn about the past history of a place.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 2: The first humans in Fullerton were Native Americans. They were called the Tongva. The Tongva were skilled in basket weaving. They lived in houses called wickiups. Wickiups looked like upside down baskets. There used to be a Tongva village where Bastanchury and Malvern are today.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 3: The first explorers from Europe came in 1769. They were soldiers and priests sent from Spain. Gaspar de Portola was a soldier for the king of Spain. Father Junipero Serra was one of the priests. They were sent to claim the land and spread Christianity. They began many missions; one of them was the San Gabriel Mission. The Tongva were now called Gabrielinos, getting their name from this mission. The Gabrielinos/Tongva worked the mission. During this time, the United States became a country.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 4: In 1821, Mexico fought a war against Spain. Mexico became a free country, and California belonged to Mexico. Another war between Mexico and the U.S. followed. The U.S. won, and California became a part of the U.S. in 1848. In 1850 California became a state. It was now part of the United States. Homesteaders, businessmen, gold miners, and farmers came to California. Many of these people bought land in what is now Fullerton. The farmers grew many crops on their land. They grew hay, grapes, oranges, vegetables, and walnuts.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 5: Domingo Bastanchury came to California from France in 1860. He bought a large area of land to raise sheep. He also had a hog farm on his ranch. Later, he sold most of his livestock and planted orange trees on the land. St. Jude Hospital sits on land that was once part of the Bastanchury Ranch.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 6: In 1886 Edward Atherton began a very special kind of farm - an ostrich farm. Ostrich feathers were used in hats and for decoration. One scrambled ostrich egg would feed six people. People often came to watch the ostrich races. The Atherton ostrich farm was a favorite place for visitors until the 1920s.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 7: George and Edward Amerige came to southern California in 1887. They bought 430 acres of land that is now Fullerton. They bought the land with hopes that the railroad would be built in the area. The Ameriges made a deal with the president of the railroad company, George Fullerton. Mr. Fullerton promised that the railroad would run through the town site.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 8: They named their town site after George Fullerton. On July 5, 1887, the Amerige brothers drove a stake into a mustard field where the intersection of Harbor and Commonwealth is today. The town site of Fullerton was born. Fullerton was a typical western town. There were many railroad-building camps. Many families moved to the town. Once families began arriving, banks, stores, churches, and a library were built.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 9: In 1888, one of the oldest stores in Fullerton was built. It was the Stern and Goodman general store. The general store sold all kinds of things, such as food, clothes, tools, tobacco, shoes, and cloth. Few people had real money then, so customers would bring things that they could trade for the things they needed.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 10: In 1894 Charles Chapman bought a large orange orchard in east Fullerton. He called it the Santa Ysabel Ranch. He grew a new kind of orange. It was called the Valencia orange. Many other farmers began growing Valencia oranges too. The result was more economic growth for Fullerton.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 11: In the 1890s, oil wells were built. The wells were sometimes called “gushers” because oil would suddenly shoot out of the ground during drilling. Lots of money was made from oil. This meant more economic growth for Fullerton. Many oil wells still produce oil in Fullerton today.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 12: On February 15th, 1904, Fullerton was no longer a town - it became a city. This meant it could make laws and give people things like streets, parks, police, and fire fighters. Charles Chapman was elected to be the first mayor of Fullerton.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 13: In 1926, William and Robert Dowling convinced the city to allow them to build a landing strip. On February 24, 1927, William Dowling flew one of his planes from Brea to make the first landing. The landing strip became the Fullerton Airfield. It was officially dedicated in 1928. The airfield is now the Fullerton Municipal Airport. This airfield is the oldest and the largest airfield still in its original location in Orange County.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 14: In the 1930s the Depression hit all over the United States. People did not have money to buy things. People could not find jobs. Soup kitchens opened up in Fullerton. These were places where hungry people could go to eat.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 15: During the 1940s times began to get better. People had money to build new homes and stores. Many businesses were started. These businesses grew and grew. This created many jobs. By the 1950s, Fullerton had 142 industries producing a large variety of goods. During the 1940s many people came to live in Fullerton. Many of these people were soldiers returning from World War II. They wanted homes for their families. Thousands of orange trees were taken out to make room for homes. The population grew. In 1950 a population explosion began. Fullerton’s population went from 10,000 to 56,000 by 1960.
Scene 16: In the 1960’s and 1970’s, Fullerton added many things to the city. Some of these were new libraries, parks, community centers, and a museum. In 1965, the city of Fullerton chose the jacaranda as the official city tree. During this time, Fullerton also worked to “fix up” the city and make it look nicer. This is called redevelopment.
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Scene 17: Fullerton College had been built in 1913. Many more schools were built in the 1960s and 1970s. Some of them are Western State University College of Law, Hope University, Southern California College of Optometry, and California State University, Fullerton. Fullerton will continue to grow and change as the years go by. What do you think it will be like when you are an adult?
Fullerton’s history goes back a long way,
From prehistoric times to this very day.
Fullerton Poetry
I’m A Historian
I’m a historian, I’m here to say,
I record what happens from day to day.
Sometimes I write a paper, sometimes I read a book,
Sometimes I visit places and take a look!
Dates, places,
Facts too!
Doing the historian bugaloo!
History is interesting, don’t you know?
It’s fun to study what the records show.
We can learn how people lived way back when
Because historians wrote it down with a pen!
Dates, places,
Facts too!
Doing the historian bugaloo!
We can learn from history, it’s plain to see.
We can learn together, just you and me!
When you know your history you know where you began.
We learn from the past to be the best that we can!
Dates, places,
Facts too!
Doing the historian bugaloo!
Adapted by S. Weston 1995
Tongva Cadence
We just know what we’ve been told,
Tongva life’s a culture of old.
Living in the chaparral,
Millions of acres in SoCal!
Sound off - Semi-desert!
Sound off - Woody shrubs!
Sound off 1 - 2 - 3 - 4, FEW TREES!
Using tools to get work done,
Grass items were number one!
Weaving, grinding, fishing and,
Making wickiups on the land.
Sound off - Mortar!
Sound off - Pestle!
Sound off 1 - 2 - 3 - 4, FISH TRAPS!
Portola and Serra came,
Life would never be the same!
Tongva now are very few,
Without padres, what to do?
Sound off - Missions!
Sound off - Labor!
Sound off 1 - 2 - 3 - 4, HARD WORK!
Recognition is a fight,
Government should make it right.
Recent artifacts do show,
Always been here - this we know.
Sound off - Tribal rights!
Sound off - Recognize!
Sound off 1 - 2 - 3 - 4, TONGVA!
Pionke/Wren/ ‘05
I Know An Ostrich
I know a colorful ostrich,
A colossal, colorful ostrich,
A colossal, colorful ostrich,
With strong, muscular legs.
Keen eyesight protecting,
Powerful gizzards grinding,
Solid bones supporting,
And large herds traveling.
I know a colorful ostrich,
A humongous, colorful ostrich,
A humongous, colorful ostrich,
Also known as a ratite.
Pionke/Weston 02
I Know the Chaparral
I know the chaparral.
The wind blowing in the brush,
Echoes in the mountains,
The howl of a coyote.
I know the chaparral.
The smell of sage in summer,
Sweat on a hike,
The sweet scent of wildflowers.
I know the chaparral.
The many shades of brown in the hills,
The green of the scrub oak,
The red of the aloe blossom.
I know the chaparral.
“Gee, it’s hot.”
“Watch out for the snakes!”
“I’m hungry.”
I know the chaparral.
Based on a Poem By David Greenberg From Bringing It All Together by Marcia Brechtel
The History of Fullerton
(sing to the tune of “Farmer in the Dell”)
Wild animals roamed and roamed,
Wild animals roamed and roamed,
Saber-toothed tigers, camels, and mammoths
All called Fullerton home.
Then the Tongva came
Then the Tongva came,
Hunting for berries, acorns, and game
And thought things would stay the same.
Portola hiked his way through,
Portola hiked his way through,
Soldiers followed with Father Serra
He had exploration to do.
Pioneers traveled west,
Pioneers traveled west,
Bastanchury, Ameriges, and Chapman
Were among the early ones.
Atherton brought the ostriches,
Atherton brought the ostriches,
He sold their feathers and raced them too,
And the fame of Fullerton grew.
Trains, oil, and oranges,
Trains, oil, and oranges,
Helped Fullerton’s economy expand
Faster than anyone planned.
The population grew,
The population grew,
Libraries, parks, and colleges, too
All show how Fullerton grew.
Wild animals no longer roam,
Wild animals no longer roam,
And thousands of people like you and me
All call Fullerton home.
P. Savage & S. Wren
Oranges!
Oranges here, oranges there,
Oranges, oranges everywhere!
Juicy oranges squirting,
Sweet oranges splashing,
Valencia oranges growing,
And rotten oranges molding!
Oranges in the market,
Oranges on the branches,
Oranges in my juice,
And oranges in the orchards!
Oranges here, oranges there,
Oranges, oranges everywhere!
Oranges! Oranges! Oranges!
Adapted by S. Weston 1995
Do You Know Fullerton? Yes, Ma’am!
Do you know Bastanchury? Yes, Ma’am!
Do you know Bastanchury? Yes, Ma’am!
What did he do? He came from France.
What did he do? He had a sheep ranch.
You know the Ameriges? Yes, Ma’am!
You know the Ameriges? Yes, Ma’am!
What did they do? Bought lots of land.
What did they do? Started Fullerton!
Do you know George Fullerton? Yes, Ma’am!
Do you know George Fullerton? Yes, Ma’am!
What did he do? He ran the railroad.
What did he do? Gave Fullerton a name!
Do you know Chapman? Yes, Ma’am!
Do you know Chapman? Yes, Ma’am!
What did he do? He planted orange trees.
What did he do? Was Fullerton’s first mayor.
Do you know Dr. Clark? Yes, Ma’am!
Do you know Dr. Clark? Yes, Ma’am!
What did he do? He kept people well.
What did he do? He was a physician.
By S. Weston 1995
Found Poetry Text - Fullerton
Nestled against the gently rolling hills of North Orange County lies the city of Fullerton. Over the years, Fullerton has grown and changed more than anyone could dream. Fullerton has been transformed from the quiet, gentle days to the fast-moving times of modern living. The little old-fashioned town of 1887 has grown to be a modern city. Even though Fullerton is a modern city, it still has a small town feeling. In the coming years, Fullerton will continue to be a beautiful city. Its streets will be lined with many kinds of green trees. It will have beautiful green parks and playgrounds as it has now. It will be a place where people will want to come and live. They will want to call Fullerton their home.
From Ostrich Eggs for Breakfast by Dora May Sim
Home-School Connection: Family History
Name: Number:
Date:
Interview your parents and find out where these members of your family came from:
You:
Mother:
Father:
Grandparents:
Great Grandparents:
If possible, please bring one cultural artifact to share with your team. This artifact can be something from your culture, home country, a family heirloom, or anything else that might tell about your culture or background.
Home-School Connection: Sharing Family Histories
Name: Number:
Date
Write down one fact you learned about each person in your team today. You may write about the countries their families are from, facts you learned about their histories, or something about the artifacts they brought. Please share what you learned today with one of your parents at home tonight.
Team Member Name:
What I learned about this team member:
Team Member Name:
What I learned about this team member:
Team Member Name:
What I learned about this team member:
____________________
Parent Signature
Home-School Connection: Fullerton Facts
Name: Number:
Date:
Write down five facts that you have learned about Fullerton. Share these facts with one of your parents at home.
1.
2.
3.
4.
5.
My child shared these five facts about Fullerton with me.
_________________________________
Parent Signature
Home-School Connection: Parent Interview
Name: Number:
Date:
Interview your parents and ask them the following questions:
1.Why did our family move to Fullerton?
2. What do you like best about living in Fullerton?
3. What do you want to know about Fullerton?
Expert Groups
Domingo Bastanchury
Domingo Bastanchury was one of the first pioneers in Fullerton. He was born in 1839 in Aldudes, France, near Spain. He came from France to the United States in 1860 at age 21. It took him half a year to sail here on a ship.
Mr. Bastanchury was a sheepherder when he first came to Fullerton. He saved his money selling wool until he had enough to buy his own sheep and land. After a few years, he owned one of the largest herds of sheep in California, with 15,000 sheep.
In 1874 he married Maria Oxarart. She was from the same part of France as Bastanchury. She was often left alone with her children while Domingo and other sheepherders were away.
Domingo Bastanchury also had a hog farm on his ranch. He had about 1,000 hogs. The hogs were fed garbage from Fullerton and other local towns. The garbage was taken to the farm in wagons pulled by horses.
Some of the ranch land was leased to oil companies, and after three years of trying, oil was found on the land.
Years later, the Bastanchury family sold most of their sheep and hogs. They planted orange trees on their ranch. It was one of the largest orange ranches in the world.
In the 1950’s many new people came to live in Fullerton. They needed homes to live in. The orange trees were taken out and the land from the ranch was divided and sold. St. Jude Hospital is on part of this land today.
The Amerige Brothers
Edward and George Amerige were grain merchants who came from Massachusetts to California in 1886. They arrived in San Francisco and worked their way south, buying a fruit ranch along the way. Edward and George visited Los Angeles in 1887. They spent a lot of time hunting duck and quail in mustard fields. They visited farms in Anaheim and Placentia. They could tell the ground was good for growing things.
The brothers sold their fruit ranch, and used the money to buy 430 acres of land for $68,000. This is about the size of Knott’s Berry Farm and Disneyland together. On May 14, 1887 they received a deed. The deed was a special piece of paper that said the Amerige brothers were the new owners of the land.
On July 5, 1887, Edward Amerige drove a stake in the ground in the middle of a mustard field. That spot became the center of Fullerton. Today it is the intersection of Commonwealth and Harbor.
The first building to be built was an office for the brothers. It was the Amerige Brothers Real Estate Office. This is where lots (sections) of land were sold.
George Fullerton
George H. Fullerton was born in Massachusetts in 1843. Very little is known about his early life. When he grew up, he was in charge of the post office. He was also a soldier in the Civil War. After the war, he worked for the Santa Fe Railroad Company.
George Fullerton was president of the Pacific Land and Improvement Company, which was owned by the Santa Fe Railroad Company. The president of the railroad company sent Mr. Fullerton west to California to buy land for the railroad and start some towns. He was to make sure their railroad went through these towns. Fullerton was one of these towns. George Fullerton made a deal with the Amerige brothers; the brothers offered free right-of-way and half interest in the land if the railroad would go through the town. The first train rode into Fullerton in 1888. This brought many people to Fullerton and caused much economic growth in the town. The community was very grateful and named the town in honor of George Fullerton.
After a few years, Mr. Fullerton moved to a ranch in Riverside. He lived to be 86 years old. He died in Los Angeles in 1929. A large picture of Mr. Fullerton can be seen in the Fullerton Public Library.
Charles Chapman
Charles Clarke Chapman was an important person in Fullerton. He was born on July 2, 1853 in Macomb, Illinois. He was a descendant of John Chapman, otherwise known as “Johnny Appleseed.” In 1893 he moved to California with his wife, who had tuberculosis (TB). He hoped the drier weather would help her TB. Chapman bought 350 acres of land, and he called the land the Santa Ysabel Ranch.
Many farmers were growing walnuts and grapes. Mr. Chapman decided to plant a different kind of orange tree. It was called the “Valencia” orange. The walnut orchards began to spoil because of a certain kind of bug. More farmers planted Valencia orange trees. This caused much economic growth in Fullerton.
Charles Chapman was a successful orange grower, banker, hotelier, and humanitarian. Chapman University was named after him. He helped start the university and donated much money to help it be successful.
When Fullerton became a city, Mr. Chapman was elected the first mayor. He did many things to make Fullerton a good place to live. Charles Chapman died in 1944 at age 91.
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