American Democracy in Word and Deed
MDUSD/UCB H-SSP
4th Grade Lesson: “What the Spanish Brought”
Developed by: Bob Cadloni, Susan Jones, Marcy McCullah, Marie Otsuka, Christi Hadley, Kimberly Leyden
Teaching American History Grant Focus Question:
How have the words and deeds of people and institutions shaped democracy in the U.S.?
Grant Yearly Theme: Cultural/Economic
History-Social Science Standard/s: HSS 4.2
Unit Topic: Early California
Lesson Focus Question:
How was the culture and economy of the California Indians changed through the Spanish
introduction of new farming and agricultural methods?
Lesson Teaching Thesis:
The culture and economy of the California Indians changed through the Spanish introduction of
new farming and agricultural methods.
Reading and Writing Strategy/ies: Focus question should be posted in room.
 READING Strategy:
Analyzing Art: Visual Analysis, Cause and Effect Reading and Chart,
 WRITING Strategy:
Basic Analytical essay
Lesson Assessment:
Paragraphs will be assessed on writing format and content. Paragraph should adhere to the expectation
of the writing standard and content should include at least three details that support the focus question.
Suggested Amount of Time:
Four 45 minute class periods
Textbook Citation:
California: A Changing State. Orlando, Florida: Reflection Series, Harcourt
School Publishers, 2007, Chapter 3, Lesson 4, pp 134-143: Chapter 4, Lesson 1, pp152-153
Primary Source Citation:
Florentine Codex, Book 12, Plate 1 Circa 1550
Department of Library Services, American Museum of Natural History
Context of the lesson in the unit:
This lesson will follow a study of Unit 2, chapters 1-3. The students will learn the cultural and
economic effects of Spanish influences.
Lesson Focus Question:
Focus question should be posted in room
How was the culture and economy of the California Indians changed through the Spanish
introduction of new farming and agricultural methods?
1
Lesson Procedure:
1. Introduction (Day 1)- ART ANALYSIS
 Students will be given a copy of the primary source image (p4, student sample p5). In table groups,
students will discuss what they observe. Students will be given the Analyzing Art Worksheet (p6,
student sample p7) to write down and/or sketch their observations. Teacher will guide a discussion of
the image. (Note the image came from the conquistadors conquering the Aztecs in Mexico City. The
translation is “from the twelfth book the facts of the Spanish conquering the Aztecs in Mexico City.”
Teacher will need to guide the students through a discussion of the patterns of conquering groups of
people throughout history).
Sample Guided Questions:
o What are some things that you recognize in the picture?
o What animals do you see?
o What are the men carrying in the sack and chest?
o What do you think could be inside the chest? (besides treasure, seeds, farming tools, metal, etc)
 After group work, students share responses which are recorded by the teacher.
 Concluding Thoughts/ Prediction Question:
o Students answer the prediction question: How do you think the lives of the Aztecs will change
from being introduced to the items brought by the Spanish?
o Review or teach the following terms:
 Culture: a way of life (beliefs, habits, language, clothing, religion, music, cuisine, etc)
 Economy: how people use natural resources to meet their needs
o Students share responses in pairs, whole class.
o Teacher will discuss and review the words culture and economy. Teacher leads a discussion: “It
appears that the Spanish ways changed the culture and economy of the Aztec people by
introducing… ___________ (recite ideas shared by students).
o Working in pairs or groups, students will decide if their prediction question answer discussed a
cultural or economic change (or both).
2. Reading Strategy (Day 2)- READING ON NATIVE AMERICANS: MISSION LIFE
 Review focus question.
 Review examples of cause and effect with class. (Note: one cause may have multiple effects).
 First, chorally read the handout “Mission Life: Changes Begin”. (p8)
 Teacher will model how to locate sentences that contain cause and effect.
 Next, teacher will guide students through the first two paragraphs locating cause and effect.
 Students will circle the cause and underline the effect as the teacher models. (student sample, p9)
 Working in pairs, students will read the last two paragraphs, and will circle the cause and underline the
effect.
 Teacher will elicit student responses for last two paragraphs and complete annotation of reading
3. Reading to Writing Strategy (Day 3)- MISSION LIFE READING: CAUSE & EFFECT CHART
 Teacher will model the first two causes and effects on the “Mission Life Cause and Effect Chart” (p10,
key p11) using the information from the reading handout, “Mission Life: Changes Begin.” (p8)
 Then students will fill out the third box with their groups.
 After the students have finished filling in their chart, they will share their ideas with the class. Teacher
will guide class discussion.
 Review focus question. Ask students, “Have we answered the focus question?” Think, pair, share with
a partner. Teacher leads discussion and guides the students in answering the focus question. (Lesson
Teaching Thesis: The culture and economy of the California Indians changed through the introduction
of new farming and agricultural methods.
2
4. Writing Strategy (Day 4)- STRUCTURED ESSAY ON MISSION LIFE
 Hand out “Mission Life Planning Form” (p12, key p13, student sample pp14-15)
 Students will use information from their “Mission Life Cause and Effect Chart”(p10, key p 11) to
develop a multi-paragraph essay that explains how the lives of California Indians were changed by the
introduction of Spanish livestock and agriculture. Review how to change the focus question into the
topic sentence and remind students to provide examples that support the topic sentence.
 Students will use the information from the Mission Life Cause and Effect Chart to complete the Mission
Life Planning Form. Scaffold the completion of the form as needed.
 Using the Mission Life Planning Form, students write their final draft.
History-Social Science Content Standards:
4.2. Students describe the social, political, cultural, and economic life and interactions among
people of California from the pre-Columbian societies to the Spanish mission and Mexican
rancho periods.
4.2.6. Discuss the role of the Franciscans in changing the economy of California from a
hunter-gatherer economy to an agricultural economy.
Analysis Skills:
Chronological and Spatial Thinking
1. Students place key events and people of the historical era they are studying in a chronological sequence
and within a spatial context; they interpret time lines.
2. Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade
routes) and analyze how relative advantages or disadvantages can change over time.
Common Core State Standards:
Reading Informational Text:
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text.
Writing:
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
 Introduce a topic clearly and group related information in paragraphs
 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
 Link ideas within categories of information using words and phrases (e.g., another, for example, also,
because).
 Provide a concluding statement or section related to the information or explanation presented.
Speaking and Listening:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
Language:
L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
3
Florentine Codex, Book 12, Plate 1, Department of Library Services, American Museum of Natural History
Prediction Question: How do you think the culture and economy of the Aztecs will change after being
introduced to the items brought by the Spanish?
STUDENT SAMPLE
4
Prediction Question: How do you think the culture and economy of the Aztecs will change after being
introduced to the items brought by the Spanish?
5
Name:____________________________
Analyzing Art: Visual Analysis Worksheet
I wonder…(questions, conclusions)
I see ….
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Prediction Question: How do you think the culture and economy of the Aztecs will change after being
introduced to the items brought by the Spanish?
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STUDENT SAMPLE
7
Mission Life: Changes Begin
Cause and Effect Reading: Chapter 3, Lesson 4
Directions: Circle the
cause
and underline the effect.
Note: sometimes a cause can have multiple effects and sometimes an effect is listed before a cause.
#1
At the missions, priests taught the Indian families about Christianity and Spanish ways
of life. They taught them new skills, such as how to take care of horses, cattle, sheep, goats,
and chickens. The Indians learned about carpentry and metalworking as well.
#2
For the Indians, life at the missions was unlike their traditional ways of life. Before the
arrival of the Spanish, most California Indians were hunters and gatherers. The Franciscan
priests taught the Indians to farm. They grew food for the mission. The Indians plowed and
planted fields, dug ditches, and harvested crops. They also raised horses, cattle, sheep, goats,
and chickens. This slowly changed the economy of California to one based on farming. An
economy is the way people in a place or region use resources to meet their needs.
#3
The mission system caused changes in the lives of many California Indians. Some
Indians learned new skills from the priests. At the same time, these mission Indians had to give
up their traditional ways of life. Some ran away, and others tried to revolt. Many died of
diseases.
#4
After the missions closed, some Indians tried to return to their old villages. But their
lands had changed greatly during Spanish settlement. Much of the land had been taken over by
others. Many Indians had been born and raised in missions. They had learned Spanish ways of
life and agriculture from the Franciscan priests, and they could not return to being hunters and
gatherers. In the end, many Indians had no choice but to work for the Californios and the new
settlers.
Reflection, California: A Changing State, Unit 2: Early California, Chapter 3, Lesson 4 and Chapter 4, Lesson 1 (135, 139, 152-153)
Focus Question: How was the culture and economy of the California Indians changed through the
Spanish introduction of new farming and agricultural methods?
8
STUDENT SAMPLE #1
9
STUDENT SAMPLE #2
#1
#2
#3
#4
10
NAME_______________________________
Mission Life: Cause and Effect Chart
#1
Cause
[Because]
The Spanish taught their way of life
to the mission Indians.
Effect
_______________________________________
_______________________________________
_______________________________________
_______________________________________
#2
[Because]
__________________________ ____________________________________
__________________________ ____________________________________
__________________________ ____________________________________
__________________________ ____________________________________
#3
[Because]
The mission system caused changes
in the lives of many California
Indians
 ____________________________________
 ____________________________________
 ____________________________________
 ____________________________________
[Because]
#4 the missions closed,
 ____________________________________
,
_______________________________________
[Because]
Californios and new settlers lived on
 (inference)_______________________________________
much of the land where the Indians
had lived,
_______________________________________
[Because]
________________________________________
Many Indians were born and raised
in missions where they learned the
Spanish ways of life and agriculture  ____________________________________
from the priests,
_______________________________________
[Because]
 ____________________________________
The missions closed, the land was
taken over, and the Indians born
________________________________________
under the Mission System lost their
traditions,
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Focus Question: How was the culture and economy
of the California Indians changed through the
Spanish introduction of new farming and agricultural methods?
Mission Life- TEACHER KEY
Cause and Effect Chart
Cause
Effect
#1 [Because]
The Spanish taught their way of life The California Indians learned skills such as how to
to the mission Indians.
take care of horses, cattle, sheep, goats and chickens.
[Because]
The Spanish brought their way of
#2 farming to mission California.
The California Indians learned to plow, plant fields,
dig ditches, and harvest crops.
[Because]
#3
 Indians learned new skills (from the priests)
The mission system caused changes
in the lives of many California
 Indians gave up traditional ways of life
Indians
 some Indians ran away
 many Indians died of diseases
[Because]
the missions closed
[Because]
Californios and new settlers lived
on much of the land where the
#4
Indians had lived
 The Indians needed to leave; they tried to return to
their old villages.
 (inference): Indians couldn’t return to their old
villages/lands
[Because]
Many Indians were born and raised  California Indians born into the mission system did
not know the ways of hunting and gathering
in missions where they learned the
Spanish ways of life and
agriculture from the priests,
[Because]
The missions closed, the land was
taken over, and the Indians born
under the Mission System lost their
traditions,
 Many Indians had no choice but to work for the
Californios and new settlers
Focus Question: How was the culture and economy of the California Indians changed through the
Spanish introduction of new farming and agricultural methods?
12
Mission Life Planning Form
Focus Question: How was the culture and economy of the California Indians changed through
the Spanish introduction of new farming and agricultural methods?
Topic
sentence:
Paragraph:
(prior knowledge/ details in reading) Describe Indian life, including cultural and
economic traditions before the Spanish arrived:
Indian life
before the
missions
Paragraph:
once the
missions were
built, Indians
learn Spanish
culture, or
ways of life
Paragraph:
Spanish cultural and economic ways taught to the Indians:
 Crops:

Animals:

new religion: ____________________

(inference) new language: ____________________

The Indian economy changed because of the Spanish.
Before: hunted animals
the lives of the
Indians change
because of the
Spanish
After: _____________________________________
Before: gathered food

After:______________________________________
What happened to the Indian culture?

List 3 negative reactions or outcomes to these changes:
Paragraph:
Outcomes:
1.
when the
missions
closed
2.
3.
Conclusion:
Transition Words
To show cause and effect relationships: once, before, after, since, due to, because of, therefore, consequently, as a result,
this enabled, this meant, this led to, when
13
To show sequence: first, next, then, lastly, in conclusion, before,
after, when
To add to an earlier detail: also, in addition, additionally
Mission Life Planning Form TEACHER KEY
Focus Question: How was the culture and economy of the California Indians changed through
the Spanish introduction of new farming and agricultural methods?
Topic sentence: The culture and economy of the California Indians changed
through the introduction of new farming and agricultural methods.
 (prior knowledge/ details in reading) Describe Indian life, including
cultural and economic traditions before the Spanish arrived:
Indian life before  hunted and gathered food
the missions
 lived in villages/ tribes
 used the natural resources around them to build their villages
and to hunt and gather food.
 had their own language, clothing, religion, traditional life
Spanish culture and economic ways taught to the Indians
Paragraph:
Crops:
once the
 learned how to farm and plow
missions were
 learned how to plant seeds, harvest crops
built, Indians
Animals:
learn Spanish
 learned how to take care of animals
culture, or ways  new religion: Christianity
of life
 (inference) new language: Spanish
 The Indian economy changed because of the Spanish.
Paragraph:
Paragraph:
Before: hunt animals
the lives of the
Indians change
because of the
Spanish
Paragraph:
when the
missions closed
Conclusion:
Transition Words
After: _raise animals, care for livestock
After:_grow crops, farmers_______________
Before: gather food
 What happened to the Indian culture?
Gave up traditional ways of life
List 3 negative reactions or outcomes to these changes:
 ran away, revolted, died of diseases
Outcomes:
 couldn’t return to their land/villages because land was taken
 some born on the missions, never learned to hunt or gather
 many had no work but to work for Californios or new settlers
As a result of the Spanish introduction of new farming and
agricultural methods in the missions, the culture and economy of
the California Indians changed.
To show cause and effect relationships: once, before, after, since, due to, because of, therefore, consequently, as a result,
this enabled, this meant, this led to, when
To show sequence: first, next, then, lastly, in conclusion, before, after, when
To add to an earlier detail: also, in addition, additionally
Teacher Key
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Student Sample #A: Planning Form to prepare for Writing
15
Student Sample #A, Essay, page 1 of 2
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Student Sample #A, page 2 of 2
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Student Sample #B Essay, page 1 of 2
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Student Sample #B, page 2 of 2
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Teacher Sample
Mission Life
The culture and economy of the California changed through the introduction of new
farming and agricultural methods.
Before the missions were built, the California Indians had their own cultural traditions.
They hunted animals and gathered acorns and berries for their food. They used natural resources
to build their homes. They lived in villages with their tribes, and spoke their own languages.
Once the missions were built, the Spanish taught the California Indians the Spanish ways
of life. The Indians learned how to farm and plow the fields. They dug ditches, planted seeds,
and harvested the crops. The Indians also learned how to take care of animals, including horses,
cattle, sheep, goats and chickens. They were taught Christianity and also learned how to speak
Spanish.
The lives of the California Indians changed after the arrival of the Spanish and the
introduction of the mission system. The economy changed to one of farming. The Indians had
to give up their culture and their traditional ways of life. Many California Indians didn’t like
this, so they revolted and ran away. The Spanish people brought diseases with them, which
killed many Indians.
When the missions closed, the California Indians had few choices. Many of the Indians
were born on the missions, so they didn’t know how to hunt or gather. Some tried to return to
their old villages, but were unable to because other people took the land. Many of the California
Indians had to work for the Californios on their ranchos, or work for the new settlers, in order to
survive.
As a result of the Spanish introduction of new farming and agricultural methods, the
culture and economy of the California Indians changed.
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