The California M

issions Activity Book

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Arlan D

ean and Kay Ward

ISBN 1-4042-8506-7

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Make learning fun AND focused with curriculum-correlatedactivity books from Rosen School Supply!

Learn about all 21 California missions!

Over 65 Exciting Activities!

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BoBoookk• Over 65 reproducible activities correlated toCalifornia's 4th-grade Social Studies curriculum

• Crossword puzzles, word searches, mazes, and more

• 'How to use this book' feature for parents, teachers, and educators

• Great practice with multiple-choice, constructed-response, and open-ended questions

• Step-by-step instructions for making amodel of each of the 21 missions

• Background information on the California mission system as a whole

• Age-appropriate text on thegeography, history, architecture,

culture, daily life, and modernlegacy of individual missions

by Arlan Deanand Kay Ward

GRADE

™

™

The California Missions Activity Book is a fact-filled, hands-on resource designed to helpkids learn about California’s missions and the history, geography, cultures, humandramas, and politics, all of which they shaped or which shaped them. Age-appropriatetext and engaging activities give kids an accessible, engaging introduction to contentmandated by the California Grade Four Social Studies Content Standards, including:

• pre-Columbian settlements and people• Spanish explorers and Spanish-Mexican settlers• major nations of California Indians• geographic distribution, economic activities, legends, religion of California Indians• natural resources and landscape of early California• placement and function of missions and ranchos• relationships among soldiers, missionaries, and Indians• California’s transition from hunter-gatherer to agricultural economy• the role of Franciscan friars in the mission system• effects of the Mexican War for Independence• daily lives of friars and neophytes at the missions• details of mission-specific founding ceremonies; architecture; history andproductivity; and growth, development, and decline

• key personalities and events associated with specific missions• secularization

The diverse activities in The California Missions Activity Book reinforce knowledgeand build skills while giving kids a fun learning experience. Activities include:

• time lines• maps• graphic organizers (charts, diagrams, etc.)• compare and contrast• multiple -choice questions, constructed response questions, and open-ended questions• word searches, crossword puzzles, and mazes• arts and crafts activities

The step -by - step instructions for building a model of each of the 21 missions, using easy -to - find supplies, will help all 4th graders with the assignment of building a model mission.

Use The California Missions Activity Book to help kids develop and practice skills theyneed for tests, homework, and classroom work. With its blend of information andactivities, this resource helps kids build their confidence in critical skills mandated bythe California Grade Four Social Studies curriculum, including:

• chronological and spatial thinking

• historical interpretation

• demonstration of understanding of physical and human geographic features inCalifornia regions

• description and discussion of different cultures, economic systems, religious beliefs,and ways of life

• explanation and comprehension of the evolution and impact of the mission system

For more state studies resources, don’t miss our Drawing America titles:

California’s Sights and Symbols RSS-8500-8Florida’s Sights and Symbols RSS-8501-6Illinois’s Sights and Symbols RSS-8502-4New York’s Sights and Symbols RSS-8505-9North Carolina’s Sights and Symbols RSS-8504-0Texas’s Sights and Symbols RSS-8503-2

Check out your local parent/teacher store for other dynamic,

curriculum-based Rosen School Supply materials!

™

The California Missions Activity Book is a fact-filled, hands-on resource designed to helpkids learn about California’s missions and the history, geography, cultures, humandramas, and politics, all of which they shaped or which shaped them. Age-appropriatetext and engaging activities give kids an accessible, engaging introduction to contentmandated by the California Grade Four Social Studies Content Standards, including:

• pre-Columbian settlements and people• Spanish explorers and Spanish-Mexican settlers• major nations of California Indians• geographic distribution, economic activities, legends, religion of California Indians• natural resources and landscape of early California• placement and function of missions and ranchos• relationships among soldiers, missionaries, and Indians• California’s transition from hunter-gatherer to agricultural economy• the role of Franciscan friars in the mission system• effects of the Mexican War for Independence• daily lives of friars and neophytes at the missions• details of mission-specific founding ceremonies; architecture; history andproductivity; and growth, development, and decline

• key personalities and events associated with specific missions• secularization

The diverse activities in The California Missions Activity Book reinforce knowledgeand build skills while giving kids a fun learning experience. Activities include:

• time lines• maps• graphic organizers (charts, diagrams, etc.)• compare and contrast• multiple -choice questions, constructed response questions, and open-ended questions• word searches, crossword puzzles, and mazes• arts and crafts activities

The step -by - step instructions for building a model of each of the 21 missions, using easy -to - find supplies, will help all 4th graders with the assignment of building a model mission.

Use The California Missions Activity Book to help kids develop and practice skills theyneed for tests, homework, and classroom work. With its blend of information andactivities, this resource helps kids build their confidence in critical skills mandated bythe California Grade Four Social Studies curriculum, including:

• chronological and spatial thinking

• historical interpretation

• demonstration of understanding of physical and human geographic features inCalifornia regions

• description and discussion of different cultures, economic systems, religious beliefs,and ways of life

• explanation and comprehension of the evolution and impact of the mission system

For more state studies resources, don’t miss our Drawing America titles:

California’s Sights and Symbols RSS-8500-8Florida’s Sights and Symbols RSS-8501-6Illinois’s Sights and Symbols RSS-8502-4New York’s Sights and Symbols RSS-8505-9North Carolina’s Sights and Symbols RSS-8504-0Texas’s Sights and Symbols RSS-8503-2

Check out your local parent/teacher store for other dynamic,

curriculum-based Rosen School Supply materials!

™

The CaliforniaMissionsActivity Book

By Arlan Dean and Kay Ward

Book Design by Erica Clendening

Grade 4

Published by Rosen School SupplyAn imprint of

The Rosen Publishing GroupNew York

Published in 2003 by The Rosen Publishing Group, Inc.29 East 21st Street, New York, NY 10010

Copyright © 2003 by The Rosen Publishing Group, Inc.

First Edition

Book Design and Art Production by Erica ClendeningCover Design by Kim Sonsky

Photo and Illustration Credits:Cover Model Mission Santa Barbara and pp. 14, 17, 20, 23, 26, 29, 32, 35, 38, 41, 44,47, 50, 53, 56, 59, 62, 65, 68, 71, 74, 77, 80, 83, 86, 89, 92, 95, 98, 101, 104, 107,110, 113, 116, 119, 122, 125, 128, 131, 134, 137 by Christine Innamorato; Cover Missionphotographs and pp. 91, 109 by Cristina Taccone; p. 61 © Michael K. Ward

Manufactured in the United States of America

Limited Reproduction Permission: Purchaser may duplicate these materials for home or classroomuse only. Reproduction for an entire school or school district is strictly prohibited.

ISBN: 1-4042-8506-7

Web SitesDue to the changing nature of Internet links, PowerKids Press has developed an online list of Web sitesrelated to the subject of this book. This site is updated regularly. Please use this link to access the list:

www.powerkidslinks.com/moca

Map of California Missions 5How to Use This Book 6Background on Early Exploration 8

Activity 9Background on Missions 10

Activity 11San Diego de Alcalá 12

Activity 1 12Activity 2 13

San Carlos Borromeo del Río Carmelo 18Activity 1 18Activity 2 19

San Antonio de Padua 24Activity 1 24Activity 2 25

San Gabriel Arcángel 30Activity 1 30Activity 2 31

San Luis Obispo de Tolosa 36Activity 1 36Activity 2 37

San Juan Capistrano 42Activity 1 42Activity 2 43

San Francisco de Asís 48Activity 1 48Activity 2 49

Santa Clara de Asís 54Activity 1 54Activity 2 55

San Buenaventura 60Activity 1 60Activity 2 61

Santa Bárbara 66Activity 1 66Activity 2 67

Contents

La Purísima Concepción 72Activity 1 72Activity 2 73

Santa Cruz 78Activity 1 78Activity 2 79

Nuestra Señora de la Soledad 84Activity 1 84Activity 2 85

San José 90Activity 1 90Activity 2 91

San Juan Bautista 96Activity 1 96Activity 2 97

San Miguel Arcángel 102Activity 1 102Activity 2 103

San Fernando Rey de España 108Activity 1 108Activity 2 109Activity 3 109

San Luis Rey de Francia 114Activity 1 114Activity 2 115

Santa Inés 120Activity 1 120Activity 2 121

San Rafael Arcángel 126Activity 1 126Activity 2 127

San Francisco de Solano 132Activity 1 132Activity 2 133

Answer Key 138

Contents

The story of the missions of California is a complicated one, which involves manyinterwoven historical, cultural, political, ethical, economic, and geographic strands.This book allows you to help elementary-school-aged kids to learn about thesefactors individually and in context. The content aligns with the California statestandards so kids will master the knowledge and skills they need to preparethemselves for Social Studies assessment tests. And with three activities per mission,kids can get engaged in the material in a hands-on way that will hopefully givethem even greater insight into the compelling story of California’s mission system andthe people, politics, economies, cultures, and countries it affected.

Here are some ways you can use this resource to help kids achieve a balanced,comprehensive, and interdisciplinary understanding of the missions of California:

Overview of the mission system• Kids can get a sense of the “big picture” by reading the book’s introductoryspreads (Early Explorers and Background on the Missions). Have them read thesespreads and do the exercises to gain geographical and historical perspective onhow and why the mission system came about.

Putting things in context• Following the introductory spreads, there is a chapter dedicated to each of the 21missions. (The missions are arranged in order of founding, so the book tells the sagaof the missions in proper chronological order.) Each section contains backgroundinformation on a specific mission, followed by activities devoted to different aspectsof that mission’s history, geography, day-to-day realities, or modern legacy. Bycarefully reading the text for each mission and doing the related activities, kids gainunderstanding of the unique aspects of each mission, as well as similarities amongthe missions.

Building model missions• Kids can follow the step-by-step instructions to build models of the Californiamissions. Building the models will reinforce their understanding of the structures andfeatures of the missions and how those were dictated by geographic, economic, orcultural considerations. Model missions could be used to fulfill homeworkassignments or enhance an oral presentation.

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How to Use This Book

Map Activities• Have kids study the map of California showing all 21 missions. Review why themissions were arranged along the coast in that manner. Discuss the location ofindividual missions and their locations in relation to each other.

Writing Activities• There were pros and cons to the mission system. Through writing exercises, kids caninterpret and explore issues and controversies the mission system fostered. Encouragekids to use details and examples from the text. Sample writing topics could include:Was the mission system good or bad for the California Indians, or did it have bothpositive and negative effects on them?Was the mission system an effective way for Spain to try to expand its empire? Whyor why not?How was life different for friars and California Indians at the missions?

Discussion ActivitiesEngage kids in discussion about the mission system. Sample discussion points could include:How did the mission system impact or shape the development of California? Whatwere its impacts on agriculture, culture, and economy? How did secularization affect the mission system? Explain the sequence of eventsthat led to the decline of the missions.Pick a key person (Fray Serra, for example) and explain his or her role in the mission system.Consider sites of early missions and ranchos. How different are they today? Is therea city or town where the mission once was?

Graphic Organizers• Kids can choose categories like location and natural resources; interactionbetween missionaries and California Indians; or productivity. They can reviewseveral mission selections and organize data on their chosen subject in graphicorganizers (such as timelines, charts, or diagrams) to determine similarities anddifferences among missions.

Research and Reports• Kids can use the data from this book to help them research and write reports oressays on specific missions or the overall mission system.

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Spain’s interest in California began in 1493, after explorer Christopher Columbusbrought back news of the lands he called the New World (North America, SouthAmerica, and Central America). Although American Indians had lived on these landsfor thousands of years, the Americas were unknown to European settlers until thistime. The Spanish and other Europeans were eager to explore these lands and claimthem for themselves.

The Spanish were interested in the New World for a number of reasons. Theywanted to make their empire larger so they could become a more powerful nation.They hoped to find gold, spices, and other riches. They also wanted to spread theteachings of Christianity.

The king of Spain wanted to claim land in the Americas, but Spain didn’t havemany citizens who wanted to settle in the New World. In order to take command ofthese lands without sending a large number of settlers, the Spanish governmentdecided to turn the American Indians into Spanish citizens. They would do this byteaching the American Indians the Spanish language, customs, and religious beliefs.In 1519, a Spanish soldier and explorer named Hernán Cortés went to the area thattoday is Mexico and began conquering the great Aztec Empire. The Spanish claimedthis land and called it New Spain. They established a capital that they namedMexico City and set up a government under a leader called a viceroy. The king sentSpanish soldiers and friars to build religious settlements, or missions, that would teachthe conquered people in New Spain about the Spanish religion and way of life.

After the Spanish claimed New Spain, they became interested in some of theland to the north. This land is now California and the part of Mexico that is calledthe Baja Peninsula. The state of California was then called Alta, or upper California.The Baja Peninsula was known as Baja, or lower, California.

The Spanish explorer Juan Rodríguez Cabrillo sailed to Alta California in 1542,where he found what was later called San Diego Bay. Cabrillo and his menclaimed the land for Spain by planting a cross in the ground to represent theircountry and its religion.

In 1602, another Spanish explorer, Sebastîan Vizcaíno, traveled to AltaCalifornia. He sailed around what is now the Bay of Monterey. Since neitherCabrillo nor Vicaíno found gold or rich nations to conquer, the Spanish did not thinkit was worth the time and money necessary to colonize Alta California.

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Background on Early Exploration

Read the text on the facing page, then complete this crossword puzzle.

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ACROSS1) Spain didn’t have many of these who wanted to settle in the New World.2) They had lived in the New World for thousands of years.5) The second name for part of Mexico; it is also a type of landform.7) The leader of the government in New Spain was called this.8) The Spanish hoped to find these in the New World.

11) The king sent thisgroup of people, as well as soldiers, to helpestablish missions.

DOWN1) The Spanish and other

Europeans wanted to dothis to lands in the NewWorld.3) At one time, the state

of California was calledthis; it meant ‘upper’4) The Spanish wanted to

teach the Indians abouthow they practiced this.6) Hernán Cortés was

this as well as an explorer.9) Cabrillo and his men

planted this to representtheir country and religion.10) Something the Spanishwanted to make larger soSpain could be a morepowerful nation.

It wasn’t until 1769 that the Spanish sent soldiers and friars to begin the AltaCalifornia missions. At that time, Russian settlers were moving down toward AltaCalifornia from Alaska. Carlos III feared that colonists from Russia and Britain wouldtake over these lands. King Carlos III ordered the government in New Spain toestablish two missions in Alta California as fast as possible. One of the missions wasto be built in San Diego and the other was to be built in Monterey, about 450 miles(724 km) to the north.

The government in New Spain sent five groups to Alta California under themilitary command of Captain Gaspár de Portolá. A Franciscan friar named FrayJunípero Serra was chosen as the president of the mission system in Alta California.He accompanied one of these groups. Serra had devoted his life to missionary workin New Spain and went to Alta California when he was 55 years old.

The expedition included soldiers, friars, and Indians who had converted toChristianity at missions in New Spain. Three ships, the San Carlos, the San Antonio,and the San José, sailed up the coast. Two groups traveled over the desert land ofNew Spain.

All five groups were to meet near San Diego Bay at the beginning of July. Thejourney was difficult, and many men became sick. The San José and its crew werelost at sea. More than half of the 219 sailors died on the journey to Alta California.

The Spanish ships carried many materials the friars would need to begin themissions, including food supplies and religious articles like crosses, statues, androbes. Other supplies were loaded on the backs of the pack mules that made theoverland journey. Those who traveled over land herded cattle to Alta California frommissions in New Spain.

The groups met in San Diego, and, on July 16, 1769, Fray Serra foundedMission San Diego de Alcalá, the first mission in Alta California.

Before the Spanish came to Alta California, they had already founded manymissions in New Spain and Baja California. They knew that the best way to drawCalifornia Indians to the missions was to provide them with food and gifts. After theIndians began to live at the missions, they would be taught the Spanish language,customs, and religion.

Although the Spanish government wanted to build missions to create moreSpanish citizens and claim land for Spain, the friars went to the missions becausethey were eager to teach California Indians about Christianity.

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Background on Missions

Read the text on the facing page, then fill in the blanks to complete these sentences.

1) King Carlos III ordered the government in New Spain to establish two _______.

2) One of the missions was to be built in __________ and the other was to be built in __________.

3) The government in New Spain sent five groups to Alta California under themilitary command of Captain __________.

4) A Franciscan friar named __________ was chosen as the president of the mission system in Alta California.

5) The expedition included __________, __________, and Indians who had converted to Christianity at missions in New Spain.

6) The Spanish ships carried many materials the friars would need to begin the missions, including __________,__________, like __________, __________, and__________.

7) Those who traveled over land herded __________ to Alta California from missions in New Spain.

8) On July 16, 1769, Fray Serra founded Mission ___________, the first mission in Alta California.

9) After the Indians began to live at the missions, they would be taught the Spanish__________, __________, and __________.

10) The friars went to the missions because they were eager to teach California Indians about __________.

11