Social Studies Standards: Level 3
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 3
Social 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)
• 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 Science
3.1 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.
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 Sciences
Adaptations 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 Development
Students 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 Recognition
1.1 Read narrative and expository text aloud with grade appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
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 Materials
2.1 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 Text
2.2 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 Analysis
Students 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 Literature; Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.
Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 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 Strategies
Students 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 Focus
1.1 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 Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
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 details
d. 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 CONVENTIONS
The 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 Conventions
Students write and speak with a command of Standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.
Punctuation
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.
Capitalization
1.6 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 Strategies
Students 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 3-5
LISTENING AND SPEAKING
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 Communication
|Beginning |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 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 ANALYSIS
Concepts 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. |
|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 Development
|Beginning |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 texts |
| |Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors |
| |when speaking or reading aloud. |
| |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 Text
|Intermediate |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. |
|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. |
Comprehension
|Beginning |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/ |Locate and identify the function of text features such as format, diagrams, charts, glossaries, and indexes. |
|Advanced | |
Comprehension and Analysis of Appropriate Text
|Beginning |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. |
|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 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 grants |
|Mormons |industry |Zion |traditions |
|Chinese community |conversion |converts |Shamans |
|Jewish community |migration |ranchos |anthropologist |
|Californianos |league |cattle grazing |agriculture |
|Antonio María Lugo |establishment |Yucaipa |harvesting |
|entrepreneurship |community |Cucamonga |economy |
|Jefferson Hunt |pioneers |missionaries |contribution |
|settlers |immigrants |reservation |founder |
|Andrew Lytle |elders |self-reliance |influence |
|explain |describe |organize |evaluate |
|area |growing |disease |nutrients |
|population |environment |inference |American society |
|Mission Era |development |interdependence |ethnic diversity |
|ethnic traditions |discovery |families |slave labor |
|freedom |historian |Mexico |Utah |
|religious freedom |railroad construction |transportation hub |United States |
|Brigham Young |treaty |Americas |irrigation |
|discrimination |diversity |entrepreneur |trade |
IX. SOCIAL STUDIES/SCIENCE SKILLS/UNDERSTANDINGS
• Social Studies
o expressing ideas orally
o group/partner discussions
o organizing
o comparing/contrasting
o map skills
o inferring and predicting
o hypothesis
• Science
o observing properties – senses
o graphing
o problem – solving
o communicating
o comparing/contrasting
o 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 Arts
o 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.
o 5.2 Write a poem or story inspired by their own works of art.
XI. RESOURCES AND MATERIALS - Non-fiction
Cataldo, 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 Communities
San Manuel Band of Mission Indians. People of the Pines: A Study Guide for
Grades 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 Bernardino
Russell, E.P., Crafts, R., McGehee, F. Pioneer Days in the San Bernardino Valley. Redlands, CA 1906
Lyman, Edward Leo. San Bernardino: The Rise and Fall of a California Community
Whitehead, HBD. Don Lugo A Chronicle of Early California
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, Jorge Muller
Coyote Rides a Star, Jane Louise Curry
My Diary from Here to There, Amada Irma Pérez
RESOURCES AND MATERIALS - Websites
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.
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 Mormons
2. 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
• Team Tasks
• Process Grid
IV. READING/WRITING
A. 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
▪ 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
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) 1700-1890
o 10/2 lecture with primary language groups
o Learning Log
o ELD Review
• Poetry/Chants
• Graphic Organizer: World Map/California Map/San Bernardino Map
o 10/2 lecture with primary language groups
o Learning Log
o ELD Review
GUIDED ORAL PRACTICE
• T-Graph for Social Skills- Team Points
• Picture File Cards
o Free exploration
o List, group, label
o Exploration Report
• Poetry/Chants
• Personal Interaction: What do you like best about living in San Bernardino? Why?
INPUT
• Pictorial Input- Influencing Group- Mormons
o 10/2 lecture with primary language groups
o Learning Log
o ELD Review
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
o 10/2 lecture with primary language groups
o Learning Log
o ELD Review
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 Skills
o Team Tasks-Team Share
o 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 Game
o Trading Game
o Flip Chant
READING/WRITING
• Flexible Group Reading- leveled, skills, heterogeneous, homogeneous, ELD
o Expert Groups
o Team Tasks
o Process T-Graph for Social Skills
GUIDED ORAL PRACTICE
• Mind Map
• Process Grid
READING/WRITING
• Cooperative Strip Paragraph
o Model “walking the Process Grid,” Write
o 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
▪ Team Share
o Clunkers and Links- at or above grade level with SQ3R
o 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
READING/WRITING
• Flexible Group Reading- leveled, skills, heterogeneous, homogeneous, ELD
o Coop Strip Paragraph group- struggling/emergent readers
o 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
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
Pictorial Input Information: Influencing Group- Mormons
Founding 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 Utah
Contributions
• 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 area
Religious 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:
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)
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.
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.
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!
The Important thing about the City of San Bernardino- Big Book Written by: Frank Silva and María Martínez Illustrated by: Jason Cifuentes
Page 1
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 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.
Page 2
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.
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.
Page 3
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 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.
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.
Page 4
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 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.
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.
Page 5
The important thing about the city of San Bernardino is that groups of settlers with various cultural and religious traditions helped establish the city.
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!!
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.
POETRY BOOKLET
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!
Mormon Bugaloo
by 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.
San Bernardino Cadence
by 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 Hunt
Sound off: Cajon Pass
Sound off: Mormon Trail
1, 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 crops
Sound off: building roads
Sound off: started schools
1, 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: library
Sound off: Sabbath schools
Sound off: cemetery
1, 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 Nim
Sound off: deity
Sound off: Old “Joss” house
1, 2, 3, 4…Sound off!!
Yes Ma’am
by 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 GLAD
The 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.
_______________________ ______________________
Student Signature Parent Signature
Proyecto GLAD
La 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.
_______________________ _____________________ Firma del estudiante Firma de padre/madre
Project GLAD
The History of San Bernardino (the city) (3)
HOME/SCHOOL CONNECTION #2
Talk to someone at home about a time they took a journey. What was their experience like? Sketch or write their response below.
_______________________ ______________________
Student Signature Parent Signature
Proyecto GLAD
La historia de San Bernardino (la ciudad) (3)
CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR #2
Habla con alguien en casa sobre una época en que tomaron un viaje. ¿Cómo fue su experiencia? Dibuja o escribe tu respuesta abajo.
_______________________ ______________________
Firma del estudiante Firma de padre/madre
Project GLAD
The History of San Bernardino (the city) (3)
HOME/SCHOOL CONNECTION #3
Write down five facts that you have learned about San Bernardino. Share these facts with your parents.
1.
2.
3.
4.
5.
_______________________ ______________________
Student Signature Parent Signature
Proyecto GLAD
La historia de San Bernardino (la ciudad) (3)
CONEXIÓN ENTRE LA ESCUELA Y EL HOGAR #3
Anota cinco hechos que haz aprendido sobre San Bernardino. Comparte estos hechos con tus padres.
1.
2.
3.
4.
5.
_______________________ ______________________
Firma del estudiante Firma de padre/madre
Expert Group: Californianos
The 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.
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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.
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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.
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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.
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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.
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Expert Group: Serrano (Yuhaviatam)
The History of San Bernardino (the city) (3)
Founding and Development:
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.
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Influence on the Economy:
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.
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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.
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Religious Beliefs/Cultural Traditions:
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.
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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.
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Expert Group: Chinese
The History of San Bernardino (the city) (3)
Founding and Development:
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.
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Influence on the Economy:
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 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.
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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.
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Religious Beliefs/Cultural Traditions:
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.
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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.
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Expert Group: Jewish People
The History of San Bernardino (the city) (3)
Founding and Development:
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.
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Influence on the Economy:
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.
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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.
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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.
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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 Hebrew and English Academy was opened. This provided religious as well as general education to Jewish and non-Jewish children.
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|Influencing Group |Founding and Development |Influence on the Economy |Contributions |Religious Beliefs/Cultural |Interesting Facts |
| | | | |Traditions | |
|Mormons |1847- Mormon Battalion of 500 men|Converted from a cattle grazing |1852- built the city of San |Labor, harvesting done as a | Church of Jesus Christ of|
| |came to California |enterprise to an agricultural |Bernardino |group effort |Latter-day Saints |
| |June 1851- 500 members of 150 |operation |North-South streets originally had |Entire community celebrated |Warm Springs school (adobe|
| |wagons, came after and arrived to|Wheat field to Cal State San |Mormon names (i.e. Salt Lake- |events. |hot spring) |
| |present day Cajon Pass, a camp |Bernardino |present day “E” Street) |Large families were encouraged|Lumber was “Mormon |
| |they called “Sycamore Grove” |Flour, lumber were sold to the LA |1853-built the only first |Got along/worked well with |Currency.” |
| |1st group-Andrew Lytle |area |maintained road from Waterman |other groups (Jews, Mormons, | |
| |1849-1851- other parties led by | |Canyon to Crestline and Seeley |African Americans, and | |
| |Jefferson Hunt to the San | |Flats |Mexicans). | |
| |Bernardino area | |1853- Jefferson Hunt establishes | | |
| |1851-Mormon Elders Charles Rich | |county | | |
| |and Amasa Lyman agreed to buy San| |Streams were dammed and ditches | | |
| |Bernardino Rancho for $77,500 | |were dug. | | |
| |from Don Antonio María Lugo | |Roads were laid out and sewage | | |
| |1851- Fort San Bernardino was | |ditches began carrying sewage away.| | |
| |built | | | | |
| |1857- Brigham Young calls back | |People began growing wheat and | | |
| |the Mormons to Utah | |oats. | | |
|Californianos |1842- Rancho San Bernardino |Importance of beef made them |Established cattle grazing |Had “fiestas.” |May 20, 1810, Spanish |
| |granted to Antonio María Lugo |self-sufficient |operations |Eating, drinking, dancing, |Priest, named San |
| |(included the entire San |Cow hides were kept for trading |largest cowhide and tallow business|music. |Bernardino Valley |
| |Bernardino Valley) for $800 in | |in North America |Games like crushing eggshells |Don Lugo bought, Colton, |
| |hides and tallow | | |Bull/Grizzly Bear Fights |San Bernardino, Highland, |
| |Land grants given/sold to | | |Dances were part of |Loma Linda, Redlands and |
| |disabled army vets for good | | |intermission |Yucaipa |
| |service | | |El Jarabe, El Caballo, El |Homes with two divisions |
| | | | |Fandango, Sinaloa |did not lock anything up |
| | | | |Prayed |Kept all valuables in a |
| | | | |Women did housework |suitcase |
| | | | |Men worked the fields |Yucaipa and Cucamonga have|
| | | | | |indigenous names |
| | | | | |California name used in a |
| | | | | |romantic novel |
|Serrano |Yuhaviatam people named Serrano, |Traded with Mojave to the east and |Environment was their resource |Shamans used herbs to heal |1824- Tribal Sovereignty |
|(Yuhaviatam) |meaning Mountaineers or |the Gabrielino to the west, |Used as slave labor to build the |people |San Manuel Indian |
| |Highlanders by Spanish priests |Cahuillas and Chemehuevi. |missions |Sung/prayed over the game that|Reservation home to |
| |1,000 indigenous people lived in |Trade and exchange system to bring |1800s built the first roads in the |was hunted in a ceremonial |present day Serrano. |
| |San Bernardino and Yucaipa Valley|goods and horses |valley |house |Casino has brought success|
| |Mojave Desert and the San |Self-reliant government |1819- built the first aqueduct |Forbidden to marry anyone |September, 2011 first |
| |Bernardino Mountains in Southern |Keep gaming on Reservation lands, |1822- Irrigation system known as |related to them within five |Native American TV channel|
| |California |invest in education, and businesses|the Zanja. |generations. |in the US |
| |Serrano people brought into San | |Provide for cancer research, people|. | |
| |Gabriel Mission | |and schools | | |
| |Disease reduced population | |Guide dogs of the Desert and | | |
| |1866-San Bernardino battle set | |Emmerton Elementary | | |
| |out to murder all indigenous | | | | |
| |people in the area | | | | |
| |1866- Santos Manuel Kika helped | | | | |
| |Serrano escape attacks | | | | |
| |1891- San Manuel Indian | | | | |
| |Reservation established | | | | |
|Chinese |1860s- 1st “Chinatown” |Worked long hours at cheap rates |Grew vegetables in “Chinese |Followed the Buddhist faith |Diet was rice, beans, |
| |Chinese arrived in 1867 |Second-class citizens and |gardens” |Sold porcelain bracelets |pork, chicken, and tea |
| |1878 Chinatown established in |segregated |Wong Nim erects the first Buddhist |Children given leechee nuts |Worked for a dollar a day |
| |San Bernardino streets |Created businesses |temple |and other small gifts |Chinatowns sprang up in |
| |1870s Wong Nim becomes mayor of |1873 worked in local vineyards |1860s- helped to build |Men and women encouraged to |Redlands, CA near Oriental|
| |“Chinatown” | |transcontinental railroad |live at home with parents till|and Eureka Streets. |
| |1920s “Chinatown” ends | |1883 most Chinese laborers |married | |
| | | |recruited to work on the extension | | |
| | | |of the railroad | | |
|Jewish People |1851- arrived about same time as |Banking and finance |Lewis Jacobs and Louis Carol |Congregation Emanu El |Oldest Jewish cemetery on |
| |Mormon settlers |1831-Lewis Jacobs created Bank of |supplied lumber |chartered 1891 |the west coast, Home of |
| |1852- Marcus Katz first merchant |San Bernardino |Jacobs establishes first |Knowledgeable individuals |Eternity, founded in the |
| |who opened up a general store |1858- Businessmen owned 3 small |horse-drawn streetcar and |allowed to preside over |1850s1868 San Bernardino |
| |1860 40-50% Jewish population |stores |hydroelectric power plant |funerals and weddings |Hebrew and English Academy|
| | |Abraham Wolff influential in |1873 San Bernardino Bank finances |Participated in many social |was opened |
| | |financing of trade, mining, and |the first telegraph line |events | |
| | |cattle |1860-1870- City’s volunteer fire | | |
| | | |departments | | |
| | | |1875- Levy and Brunn establish city| | |
| | | |library. | | |
|Influencing Group |Founding and Development |Influence on the Economy |Contributions |Religious Beliefs/Cultural |Interesting Facts |
| | | | |Traditions | |
|Mormons | | | | | |
|Californianos | | | | | |
|Serrano | | | | | |
|(Yuhaviatam) | | | | | |
|Chinese | | | | | |
|Jewish People | | | | | |
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. |Antonyms are two words that have opposite meanings or definitions. |
|Several examples are: |Several examples are: |
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|indigenous – native |attack – defend |
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|country – nation |buy – sell |
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|freedom – independence |divide – unite |
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|How many synonyms can you record on the back of your award? |How many antonyms can you record on the back of your award? |
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Sample Literacy Award Text
*Literacy Awards are intended to include authentic pictures and graphics. Pictures and graphics are not available due to copyright laws.
| |Anthropologist: one who studies the origins, physical and cultural |
| |development, biological characteristics, and social customs and |
| |beliefs of humankind. |
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| |Think of some of the customs and beliefs that your family practices. |
|Look at the picture of the arrowhead. What resources could you use to |Sketch a picture of something important to your family on the backside|
|find additional facts about this landmark? Find 3 or more facts and |of the award. Record what you do with your family and what traditions |
|record on the back. Be sure to cite the source where you got your |are important to celebrate. |
|information! | |
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|Here is an example: | |
|“It is an exact representation of the traditional flint head of an | |
|Indian’s arrow.” (, 2012) | |
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Sample Literacy Award Text
*Literacy Awards are intended to include authentic pictures and graphics. Pictures and graphics are not available due to copyright laws.
|Prefixes letters that come at the beginning of root words. Knowledge |Suffixes are letters that come at the end of root words. Knowledge of |
|of prefixes helps learners define unknown words. |suffixes helps learners define unknown words. |
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|Prefix: un- which means not |Suffix: -er; one who or a person who |
|unfamiliar: not familiar or known |Settler – one who settles in a new country or area. |
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|Prefix: dis- which means reversing | |
|disappear: reversing appearance or ability to see | |
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|Prefix: re- which means again | |
|reread: read again | |
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|represent: to present again or anew | |
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|How many words can you generate on the back of this award that have |How many words can you generate on the back of this award that have |
|prefixes? |suffixes? |
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Serrano (San Manuel) 1st to live in this valley (1700)
Historical Timeline of San Bernardino 1700-1890
1890
1810
San Bernardino valley named by Spanish Priest (1810)
Serrano built 1st aqueduct (1819)
Californianos given land grants (1821)
1840
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)
Mormons recalled to Utah and 40% stayed. First orange trees appeared. (1857)
San Bernardino incorporated April 13 (1854)
1860
Chinese people arrived. (1867)
First courthouse on “E” Street (1874)
Chinatown on Third Street established (1878)
1880
California Southern Railroad established. S.B.H.S. first high school. (1883)
Serrano forced to relocate to San Manuel Reservation (1891)
1890
Santa Fe Railroad booms, 3rd Street Station built (1886)
Transcontinental Railroad expands to the East (1885)
Influencing Group
Name: ________________________________________
Mind Map- The History of San Bernardino (the city) (3)
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