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a. Kimball Elementary, Antioch, California. 5th grade students created "treasure hunt" questions for 4th grade students to learn Web de Anza.
b. Catalina High Magnet School, Tucson, Arizona. Students were asked to "brainstorm" about items needed for a long trip in Anza's era and location compared to making a similar trip today. Students divided into groups to research developed topics which included availability of water and food, sanitation, medical problems, unknown dangers from people, wildlife, climate.
c. International High School Eugene, Oregon. Students were given an independent study option of following an electronic study guide of teacher created questions concerning specific diary entries and additional secondary resources. Questions ranged from direct geographical notations to what were main "impediments" to success of Anza's expedition.
a. Kimball Elementary, Antioch, California. In small groups, 4th and 5th grade students, using TimeLiner (Snyder), produced a time line based on their selection of the seven most important events in Anza colonizing expedition based on their own research and study in which they had to justify top seven choices.
b. Cibola High School, Yuma, Arizona. Students research famous European explorers, e.g. Anza, using text, library, and web to produced a presentation in Hyperstudio.
a. Catalina High Magnet School, Tucson, Arizona. Following an introductory lesson, students learned that the historic Anza trail was in their geographic vicinity, thus reading the diaries had a new found urgency of meaning for these young people. Classroom students then met with an Anza Historical consultant to discuss the locational characteristics of the diaries historically stated compared to their own regional community today.
b. Vista Del Sur Middle School, LaVeen, Arizona. One hundred students went on a field trip to actual Anza camp #29 near the Gila River to learn the actual look and feel of the landscape. Local BLM staff assisted explaining the indigenous heritage of the area to students. Math, science, and language arts prepared additional outdoor activities too.
a. Blach Intermediate School, Los Altos, California. Students, in small groups, read multiple Anza and Font diary accounts of the specific days. Students then wrote summaries of diary accounts and each group illustrated their assigned period with a poster-size picture which was later displayed for the school's Holiday Faire.
b. International High School, Eugene, Oregon. Students read diary accounts of the friendly interactions of Anza and Salvador Palma at the Yuma Crossing 1775-76. Next students read a diary account, separate from Web de Anza, on the Massacre at Yuma Crossing in 1781 and were asked to explain "why".
c. Vista Del Sur Middle School, LaVeen, Arizona. In an 8 week research unit following-up recent field trip (3.b) on Arizona History students learned research skills, gathering information from library and electronic sources, and meeting with Anza consulting scholar in person and with e-mail correspondence to other scholars. Research results to be posted on school web site.
a. International High School, Eugene, Oregon. From the eyes of native Americans, students were asked to write comparable diary entries as if they were Palma or another Yuma as they met the Spanish at Yuma Crossing.
a. Blach Intermediate School, Los Altos, California. Web de Anza was integrated into the Science curriculum with students making historic astrolabes, as Font used in measuring the sun from vertical to determine the latitude of trail locations. These measurements were compared to contemporary Global Positioning Satellite (GPS) technology.
b. Catalina High Magnet School, Tucson, Arizona. Students wrote poems (in Spanish) using content from diaries and other Web de Anza resources. Students worked individually and in small groups and ultimately as a class to make a single poem. In music, the students were first provided with a lecture on the history of the "corrido" and listened to examples of corridos. They then worked together to create stanzas for the corrido and set the lyrics to music.
c. Kimball Elementary, Antioch, California. Developing lessons to link (1) English-where students would write letters home as if they were themselves on colonizing expedition; (2) Science-students will research tides, currents and winds to explain sailing difficulties of sinking or extended voyages for supply ships from Mexico bound for Alta California, thus necessitating an overland route; (3) PE-students will use a league instead of labs for track; (4) Math- students will use electronic spreadsheets to concert leagues into miles, feet, etc.; (5) Computer graphics- students will use graphic programs to make action figures of expedition's soldiers and colonist, including women and children.
*Note: Web de Anza resources contain an extensive collection of primary and secondary historical sources on the Spanish Colonial era of Juan Bautistia de Anza in North America, 1750-1800. We encourage you to visit the main Web de Anza site at http://anza.uoregon.edu and explore.