
Describe the mapping of, geographic
basis of, and economic factors in the
placement and function of the Spanish
missions; and understand how the
mission system expanded the influence
of Spain and Catholicism throughout
New Spain and Latin America.

Students will describe the role of Spain’s
missions and how the missionaries
change California by discussing the facts
represented on a brochure which has
been created by the students.

The mission system brought the power of
Spain and the Catholic Church to
California.
Convert: means to change a religion or
belief.
 Adobe: is a brick made of dried clay
and straw.
 Synonyms included brick, terra cotta,
and clay.
 Revolt: Is an uprising against a ruler.

Spain’s rulers had several goals in the
late 1700’s.
 They wanted Spain’s power and wealth
to grow.
 They also wanted to keep other
European countries out of New Spain.
 Building missions along the coast of Alta
California helped them meet these
goals.

Spanish missionaries wanted to convert
California Indians to Roman Catholic belief.
 Economic factors helped decide where to
build missions.
 They had to be in areas where they could
grow food and support many people.
 Missionaries looked for areas with fresh
water good soil, and resources for building.

California Indians did most of the work of
building the missions.
 The first missions were built of wood. Later,
Adobe was used.
 The missions took land that California
Indians had used for hunting and gathering
Without that land, some Indians had to go
to the missions for food.

Soldiers brought some as well.
 Some people came to missions by
choice and others were brought by
force.
 As time went on, fewer people came to
missions by choice.
 However, the mission system kept
growing.
 By 1823, there were 21 missions in Alta
California.

Why did the Spanish leaders and
missionaries build missions in California?
 What did the priests look for when they
chose mission sites?
 What impact did the location chosen for
missions have on the California Indians?

Missions changed the way many
California Indians lived.
 The missionaries believed that farming
was a better way of life than hunting
and gathering.
 They also wanted California Indians to
grow food for the missionaries and the
soldiers.

California Indians did more than build
the missions.
 When missionaries first arrived, they
needed the skills of California Indians to
help them survive.
 California Indians knew how to gather
food and how to use herbs for
medicines.
 Priests tried to control people’s lives.

Missionaries taught California Indians
some skills they had not had before, such
as farming, herding, and making new
goods.
 California Indians learned to make
goods in Europe, such as cloth, bricks,
and iron tools.
 California Indians also raised animals
from Europe. People raised them for
meat, horns, hides, and tallow.

What were some of the skills the
missionaries taught to California Indians?
 Were the skills taught by the missionaries
useful to the California Indians?

California Indians who moved to the
missions had to learn a new way of life.
 Their economy changed from hunting
and gathering to agricultural and
herding.
 They had to convert to Catholicism.
 Some California Indians kept their
traditional cultures and customs,
depending on whether the priest would
let them or not.

What were some of the changes
California Indians in missions had to
make in their lifestyles?
 Discuss whether priests allowed
California Indians to keep their traditional
way, and why they did or did not.
 What kind of work did California Indians
do on missions?

Missionaries used different ways of
making California Indians convert to
Catholicism and act like Spanish people.
 Sometimes they used gifts and kindness.
Other times, though, they used harsh
treatment, including whipping and
heavy chains.
 For those who suffered bad treatment,
the missions were places of misery.

Many California Indians resisted the
missionaries.
 Some worked slowly and broke their tools
and equipment.
 Some California Indians planned revolts.
 They hoped to get rid of missionaries and
soldiers.






Missions controlled the lives of thousands of
California Indians.
Some people lost their traditional ways of
life.
The Spanish carried diseases that were new
in Alta California.
The work of California Indians kept the
missions going.
They allowed Spain to keep control of Alta
California and Latin America for many
years.
How did California Indians resist
missionaries?
 Why did California Indians resist
missionaries?
 What did California Indians do to resist
the missions?

Effects of the missions on Alta
California
Growth of
Spread of
Spanish
agriculture
power
Changes
in
California
Indian
culture
Unit Resource pgs. 31 & 32
 Lesson Review pg 103
 Reteach Graphic Organizer 7


Students will create a brochure on one
of the California Missions using the
following rubric.
CATEGORY
4
3
2
Historical Content - Accuracy
All facts in the brochure
are accurate and up-todate. Content relates to
the state.
99-90% of the facts in the 89-80% of the facts in the Fewer than 80% of the facts
brochure are accurate.
brochure are accurate. A in the brochure are accurate.
few inaccuracies evident. Content is not focused on the
state.
Organization of Ideas and
Content
Each section in the
brochure has a title cover,
inside flaps, and ending
flap. All required sections
are included. Brochure is
completely filled.
Almost all sections of the Most sections of the
brochure are present.
brochure are present.
Brochure utilizes space Space has some gaps.
well.
Grammar and Spelling
There are no grammatical There are 1-2
or spelling mistakes.
grammatical and/or
spelling mistakes.
There are some
grammatical and/or
spelling mistakes.
There are several
grammatical and/or spelling
mistakes.
Graphics/Pictures
Graphics go well with the
text and there is a good
mix of text and graphics.
1+ graphics per section.
Graphics go well with the
text, but there are so
many that they distract
from the text. (too many)
Graphics go well with the
text, but there are too few
and the brochure seems
"text-heavy". (too few)
Graphics do not go with the
accompanying text or appear
to be randomly chosen. (little
to no graphics)
Sources
Careful and accurate
records are kept to
document the source of
95-100% of the facts and
graphics in the brochure.
(5+ sources are used and
cited)
Careful and accurate
records are kept to
document the source of
94-85% of the facts and
graphics in the brochure.
(At least 5 sources are
cited)
Careful and accurate
records are kept to
document the source of
84-75% of the facts and
graphics in the brochure.
(3 sources used and cited
correctly.)
Sources are not documented
accurately or are not kept on
many facts and graphics.
(Less than 3 sources used or
cited correctly.)
Attractiveness & Presentation
The brochure has
exceptionally attractive
formatting and wellorganized information.
The brochure has
The brochure has wellattractive formatting and organized information.
well-organized
information.
Editing and Proofreading
Documented evidence of Documented editing and
4 editors (2 adults and 2 proofing by 1 adult and 1
students other than the
student.
author)
Documentation of 1
person other than the
author who edits and
proofs the brochure.
1
Less than half of the sections
of the brochure are present.
Space is not used wisely or
well organized. Gaping holes
are evident.
The brochure's formatting and
organization of material are
confusing to the reader.
No documentation of outside
or independent
editing/proofreading.
Required
FRONT FLAP
-Title Cover
-Name of State
-State Shape Pic
-Introductory Slogan
-Student Name
-Class & Period
-Date
INSIDE LEFT FLAP
-Information
-Demographics
-State Facts
-Economy
INSIDE RIGHT FLAP
-Famous Locations
-Weather
-Education
BACK FLAP
-Sources Cited
-Where to find more information
* Optional
-Little Known Facts
-Unique Products
-Laws & Rules
-Cultural Nuances
-Famous People
-Current Events
-Vacation Packages
-Must-sees or Must-haves
-Quotations
&
-Other

LessonDesignTemplate311.doc

Mission Brochure.pub