Introduction

Standards
· Language Arts: Arts Fourth Grade Standards 1.5, 1.6, 1.7, 1.9, and 1.10
· 1.5 - 'Quote or paraphrase information sources, citing them appropriately.
· 1.6 - Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
· 1.7 - Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
· 1.9 - Demonstrate basic keyboarding skills and familiarity with computer terminology (e.g., cursor, software, memory, disk drive, hard drive).
· 1.10- Revise selected drafts to improve coherence and progression by adding, deleting, combining and rearranging text.'
· Writing: Fourth Grade Standards 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'

Introduction
Groups of three students research the mission system and a specific California mission using the Internet and other research materials. Each student needs a copy of the student tasks sheet and with his/her group members researches the answers to the seven everybody questions. Each student also takes on a different job and researches the Internet or other resource materials in order to fulfill the tasks associated with that mission. Upon completion of the research, each group creates a presentation using HyperStudio, PowerPoint, web pages, or some other presentation media. Once the project is complete, the cooperative group, a peer group, and the teacher evaluate the project through the use of a rubric. Finally, each student selects a role and uses the information from his/her research and the class presentations to participate in Mock Talk Show(s) about the treatment of the Indians and how the California missions affected the development of California. The student tasks, everybody questions, and Mock Talk Show roles can be found on the student tasks page.

The Quest

We are about to embark on a journey back to the 1700's to learn all about the California Missions. In this WebQuest, you will become a researcher, an architect, and an expert. Be ready to make and support opinions you will have about this era! Let's step back in time to when the grey-robed Spanish padres began their journey.

The Process and Resources

In this WebQuest you will be working together with a group of students in class. Each group will answer the Task or Quest(ion). As a member of the group you will explore Webpages from people all over the world who care about California Missions. Because these are real Webpages we're tapping into, not things made just for schools, the reading level might challenge you. Feel free to use the online Webster dictionary or one in your classroom.

You'll begin with everyone in your group getting some background before dividing into roles where people on your team become experts on one part of the topic.

1. Students work in groups of three to investigate the mission system in general and one specific mission in detail. All students need to complete the Everyone Tasks. Use the web links on the Links page to conduct the research. Outside resources may also be used. While you are doing your research, cite the sources for all the data and pictures you use. You will need to include this information in the multimedia presentation bibliography.
2. The students on each mission team need to select one of the following three jobs: historian, architect, or cartographer/economist. Each student needs to complete the tasks for that job.
3. Each team will create a HyperStudio, PowerPoint, webpage, or some other presentation to share their discoveries with the class(es).
4. After the class presentations, students will select a role for the Mock Talk Show(s). Imagine that there is a time machine capable of bringing people from the past to participate in your talk show(s). The roles for the talk show(s) can be people from the past or people of today.

These roles will be:

Mission Padres
California Indians
California Historians
Interested Guests

Each student will study the information discovered during his/her research and class presentations to prepare for the selected role.(Verbal/Linguistic/Kinesthetic/Auditory/Mathematical Learner) Each student should understand that he/she needs to be prepared in case he/she is selected to be one of the guests of the talk show. In addition, each student must have 2 questions that he/she intends to ask the guests.

Phase 1 - Background: Something for Everyone

Use the Internet information linked below to answer the basic questions of who? what? where? when? why? and how? Be creative in exploring the information so that you answer these questions as fully and insightfully as you can.

• The California Missions - This web site has a separate page, which includes pictures and information about the history, economy, and Mission Indians, for each of the missions. The General History section includes information about the history, economy and Indians of the entire mission system. A fourth grade teacher created it for fourth grade teachers and students.
• The California Missions - This web site includes a map of California, which shows the location of each mission. There is a separate page with a picture and information for each mission. This site also includes a biography of Father Serra.
• My Mission - This link will take you to a site that has a page with pictures and information about each mission. Each page also includes some special features or unusual facts about the mission. If you click on the History tab, you will be able to find information about the following groups of people:
• My Mission - This page gives a biography of Father Serra.
• California's Missions - This site has some excellent pictures that were taken by Udo Radlhammer. On the main page there is a map of California that shows where all of the missions are located. If you click on the name of a mission, it will take you to a page with the mission picture(s) and a little information about the mission.
• The Spanish Missions of California - This site was created by two high school students and includes the following sections: Who Created the Missions? (and Why?), a Tour of a Typical Mission, and The People Who Lived in the Missions.
• California Landscape Photography - This site has four pages of awesome pictures of the missions, which were taken by John Pelafigue.
• California Landscape Photography - This site has four pages of awesome pictures of the missions, which were taken by John Pelafigue.
• The California Missions - This web site has a separate page, which includes pictures and information about the history, economy, and Mission Indians, for each of the missions. The General History section includes information about the history, economy and Indians of the entire mission system. A fourth grade teacher created it for fourth grade teachers and students.
• The California Missions - This web site includes a map of California, which shows the location of each mission. There is a separate page with a picture and information for each mission. This site also includes a biography of Father Serra.
• My Mission - This link will take you to a site that has a page with pictures and information about each mission. Each page also includes some special features or unusual facts about the mission. If you click on the History tab, you will be able to find information about the following groups of people:

Phase 2 - Looking Deeper from Different Perspectives

INSTRUCTIONS:

1. Individuals or pairs from your larger WebQuest team will explore one of the roles below.

2. Read through the files linked to your group. If you print out the files, underline the passages that you feel are the most important. If you look at the files on the computer, copy sections you feel are important by dragging the mouse across the passage and copying / pasting it into a word processor or other writing software.

3. Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can quickly go back to it if you need to to prove your point.

4. Be prepared to focus what you've learned into one main opinion that answers the Big Quest(ion) or Task based on what you have learned from the links for your role.

Everyone Tasks

Everyone Tasks

1. Why were the missions established in California?
2. How did the missions affect the development of California?
3. How did the missions affect the population of California Indians?
4. How were the California Indians treated in the mission system?
5. How was the culture of the California Indians changed by the mission system?
6. Who had the power in the mission system, and how was it enforced?
7. Was the treatment of the California Indians justified? Why or why not?

Historian

Historian(Verbal/Linguistic/Visual/Mathematical/Problem Solving Learner)

1. When was this mission established?
2. Who was the founding father and for whom was it named?
3. Was this the first, second, etc. mission in the chain?
4. Create a time-line with at least five important events in the history of this mission.
5. Provide information about the tribe(s) of Native Americans who worked at the mission.
6. Provide any additional important information about this mission.
7. Include pictures or diagrams that support any of the preceding tasks in your presentation.

Architect

Architect (Kinesthetic/Visual Learner)

1. What were the construction materials of the original mission?
2. Describe the construction materials of the current mission.
3. How large is the mission church? Include a picture of the church.
4. Import or draw and label a diagram of the mission grounds.
5. List and describe at least two special features, such as paintings, statues, or windows, etc. of this mission.
6. Where were the mission bells located and how many bells were there?
7. Include pictures or diagrams that support the preceding tasks in your presentation.

Cartographer/Economist

Cartographer/Economist(Verbal/Linguistic Learner)

1. Where is this mission located? Show the location on a map of California.
2. Was this mission ever moved to a new location? Why? When?
3. What were the mission's main industries?
4. What was the source of water for this mission?
5. What jobs did different people perform at the mission?
6. Was this considered to be a successful mission? Why or why not?
7. Include pictures or diagrams that support the preceding tasks in your presentation.

Phase 3 - Debating, Discussing, and Reaching Consensus

You have all learned about a different part of California Missions. Now group members come back to the larger WebQuest team with expertise gained by searching from one perspective. You must all now answer the Task / Quest(ion) as a group. Each of you will bring a certain viewpoint to the answer: some of you will agree and others disagree. Use information, pictures, movies, facts, opinions, etc. from the Webpages you explored to convince your teammates that your viewpoint is important and should be part of your team's answer to the Task / Quest(ion). Your WebQuest team should write out an answer that everyone on the team can live with.

Phase 4 - Real World Feedback

You and your teammates have learned a lot by dividing up into different roles. Now's the time to put your learning into a letter you'll send out for real world feedback. Together you will write a letter that contains opinions, information, and perspectives that you've gained. Here's the process:

1. Begin your letter with a statement of who you are and why you are writing your message to this particular person or organization.

2. Give background information that shows you understand the topic.

STATE THE TASK / QUEST(ION) AND YOUR GROUP'S ANSWER.

3. Each person in your group should write a paragraph that gives two good reasons supporting the group's opinion. Make sure to be specific in both the information (like where you got it from on the Web) and the reasoning (why the information proves your group's point).

4. Have each person on the team proofread the message. Use correct letter format and make sure you have correctly addressed the email message. Use the link below to make contact. Send your message and make sure your teacher gets a copy.

Your Contact is: the designated contact

Conclusion

Wow!! You are now officially experts on the missions. You know of their placement and their layout and architecture. However, most importantly, you now understand how the mission system not only spread the influence of Spain and changed California, but affected the lives of the Native Californians.