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ED389199.Pdf DOCUMENT RESUME ED 389 199 FL 023 406 AUTHOR Gastellum, David; And Others TITLE A Historical Odyssey: Research of the Opposing Perspectives of the Battle of San Pasqual. A Specially Adapted Unit Plan for Secondary Educational Sheltered/Bilingual Programs.[A Fully Integrated Instructional Unit.] PUB DATE 23 May 95 NOTE 278p.; For related instructional units, see FL 023 405-410. Photographs and illustrations may not reproduce clearly. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC12 Plus Postage. DESCRIPTORS *Bilingual Education; Community Involvement; Elementary Education; English (Second Language); *History Instruction; Lesson Plans; *Limited English Speaking; Parent Participation; Poetry; *School Community Programs; Secondary Education; *Secondary School Curriculum; Second Language Learning; Self Esteem; State Departments of Education IDENTIFIERS *Sheltered English ABSTRACT This lesson plan uses a poem about a specific battle as the starting point for a secondary educational sheltered/bilingual program for limited-English-proficient (LEP) students in San Diego, California. The plan is to use primary and secondary documentation to view both sides of the battle that prompted the writing of the poem. Goals of the program include greater student self-esteem and greater understanding of a historical event through improved reading, writii.g, and overall expression in the English language. Homework and parent/community involvement activities are suggested, and photos and drawings of relevant places which help to explain the situation are included. Much historical background is provided, including an actual bullet (not included here).(NAV) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * **************************************************************** s- 1,4 N ' , we Bilingual/Cross Cultural Teaching Program A HISTORICAL ODDYSEY: RESEARCH OF THE OPPOSING PERSPECTIVES OF THE BATTLE OF SAN PASQUAL A Specially Adapted Unit PLAN For Secondary Educational Sheltered/BilingualPrograms Presented to Dr. Carmen Sadek of San Diego State University t,I PAI.ATI,"E PERMISSION 1()RFPRI,-)11IICE. ,VE E ,%; OF1,IA1 i(`: MATERIAL HAS BEEN GRANI ED BY CP, lEl;I lir' InPartialFulfillment of the Requirements for TO THE EOUCA TIONA, RESOURCES INFORMATION c,ENTI-R PLC 651 by David Gastellum, JulieJacobson, Angela Shaw,Barbara Shreves MAY 23, 1995 PEST COPY AVAILABLE h.f v. (.1f.1-ere.r LON t.rtrii!.ve, ver. ecilAcagor E BA J2EoFS P ..., :-?efaiSthe brave men tt so -Cl''.. s ..,,,,.....4., meitt".;; .r , : " -*.- --. _ marched o'er thi (and they:harf,6afe- jed. .. 'Thin peacefitt their sfeg in the tone gratielktft be... _ .. _. ..,........, - .,........ '946) foe with tfuir chargers and lancesdraw nfh- 94(c) grief o'er their graves but the zephyrssoft Fareivelh we have left thee: companionsin arms; -Our lives may be jrnifuf or fittedwith alarms, 'Whatever our joy or our sorrow may Amir BEST COPY AVAILABLE `1.,.3y.` , b r itC; ' , i,v -,i:,., " !1 Table of Contents 1.The Battle of San Pasqual Poem 1 2. Introduction 2 3. Outline of Content-Sources For Unit (See Reading Packet) 4 4. Homework Assignments & Parent/Community InvoIvement 5 5.Self-Esteem Objective And Goals 6 6. English Language Development/Primary Language Instruction/Specially Designed Academic Content In English Day 1 7 -Day 2 11 Day 3 16 Day 4 21 Day 5 26 7. Scene Of The First Battle At San Pasqual/Mule Hill 15 8.San Diego Mission/San Carlos Mission 20 9.Twelve-Pound Bronze Mountain Howitzer 25 10.Additional Vocabulary 31 I 1. San Diego Mission 33 12. Art Coloring Handout Of Howitzer/Lancer And Dragoon 34 13. Reading Packet 35 14. Recommended Reading:Californio Review of 36 "The Battle Of San Pasqual" By David Gastellum r:*)ted I>. GAT-,PITAW. ver ethAcat-Zertiaf 1 THE B.R.fiti:LE OF SANTASCULAL 'We faa the brave men that so sudden& died ere they marched o'er the(and they had bare4,c espied. Then peaceful their skep in the Ione grave shall be... N9 foe with their chargers and lanzes draw nigh - 90 grief o'er their graves but the zephyrs soft sigh. Farewef we have left thee: companions in arms; Our fives may be joyful" or fitted with alarms, Whatever ourjoy or our sorrow may be, Weft remember the graves by the tone wittow tree.' 6 by Dr. E. D. French 2 I. Introduction A.The goal of the California State Program for Students of Limited English Proficiency isto produce Fluent English Proficient (FEP) studentsthatwillfunction successfully inmainstream English-speakingclasses. B.There have been many historical accounts of the Battle of San Pasqua] and just as many different or disputed 'factualinterpretations' of this same conflict. The battle of San Pasqual continues to rage even in the twentieth century as historians are engaged in open debate on many of the details that surround this intriguing event.Historians continue to maintain diverse assessments of the recorded facts.However, one dominant fact prevails:few historians have been able to agree on the circumstances surrounding the battle.The basic issue of whether the victory was the American's (Kearny's) or the Mexican's (Pico's) remains in debate. Available accounts emphasize Kearny's trek across the continent and his 'debatable' victory at San Pasqual. II.Outline of Content A.Geographic content of the battle of San Pasqual. B. People/Groups involved in the battle. C. Desert/Mountain environments. D.Timeline of march and battle. E. Goals, motivation and results of the battle. III.Unit Goals A. Student will understand the hardships endeavered traveling from Missouri allthe way to the west coast. I) Given pictures, students will be able to name and identify geographic locations and diverse landformations. 2) Students will be able to verbalize the effects of shortage of food and water in relation to the distance and terrain. B. Students will be able to draw their own conclusions from opposing primary and secondary documentation. I) Students experience that there can be diverging opinion on the same historicalincident. 2) Students understand the idea of seeing thesame incident from a different perspective. CN-ateci)74T. (y. .f.1,1r.cbrt;. A tAlv,.. 1\V 3 Introduction(cont.) IV. Description of Assessment Student will develop a portfolio including allthe weeks work from the various classes.Items will be collected daily and returned to the students for their portfolios.The portfolios will show that the student'sare'conscientious' and 'participative'. t:v T. CiAceterfAm. (:treor.,5eroi, 5hAtv. ::-,trkt!t'e-.:;, .ecCIACatiffkirle ern& 4 ReadingPacket Outline of Content SourcesforUnit SecondarySource 1. "Silver Dons; The History of San Diego" by Richard F. Pourade 2.California View Of "The Battle of San Pasqual",by David R. Gastellum. PrimarySources 3. "Memories of an Old Man"; abstracted from Pablo Vejar. 4. "San Pasqual" Notes of Benjamin Hayes. 5.Roman Asuna:An Interview by Edgar Hasting. 6.Pioneer data from 1832:From the Memories of Don Juan Foster. 7. Feticita, from Escondido Times-Advocate November 3,1916. CY txt t.'ic.1-44/...UV. Iaert.n;447. Fro.r.tir.--.;,- Ver.ecilAeatil.Cotaf ernigit _ 5 HomeworkAssignments On day1, students will be assigned homework for the entire week.The assignments are expected to be completed by the end of the week.One activityis for the students to go out into their community and interviewa Veteran of War. Possible sources could be family members, teachers, church members, neighbors, and any armed forces agency.Another day's assignment is for students to write about a personal experience where their perspective of the incident differed from someone else who also experienced.it. Parent/CommunityInvolvement Parents will be encouraged throughout the weeks activitiesto participatein preparation and performance of culminating activities.These activities include construction of musical instruments, development and performance of plays. ecknati,td kv T. &.15-ttitrtarm. lArrts5-o.07. haw.T. :dry Ink.-s-e 1 irr ecitAcati.citaf 1A5Ce CM& 6 SELF-ESTEEM OBJECTIVE AND GOALS 1. Dedicated Continue working when others give up.start early, stay late, work for quality. 2. Courteous Students work in cooperative groups and demonstrate courteous behavior by acknowledging needs of others by helping, sharing, and supporting the academic needs of classmates. 3. Self-controlled When others are acting out, set an example rather than joining in with the inappropriate behavior. When confronted by a peer in a negative manner, react positively. 4. Participative Students work in cooperative groups and volunteer to help others complete assignments.Checks with teacher for correctness of work. 5. Cooperative Work in cooperative groups, comply with the teachers requests, and your peer requests (if appropriate). 6. Sensitive Be attentive to others needs, listen well so you know how others feel. 7.Creative Use all your resources and abilities as well as your peers.Be open minded to suggestions which may lead to new ideas. 8. Efficient Finish work in a timely manner.Don't waste unnecessary time. Utilizeallmaterials that are available. 9. Conscientious Work is neat and complete.Student follows directions and tries to do best, stay on task, select positive role models. 10. Hard working Students remain on task for entire time allotted.Students do not stop until goal is achieved. 11. Analytical Look for alternative ways to resolve problems, complete tasks, and deal with peers.Be able to self evaluate and accept others suggestions. 12. Persistent Don't give up.Keep working on tasks until completed.If you have a good idea, continue with it. t:ated `11.. L t..5/1.1W. 1:./trict(e- ecilACati.Mat 1,1453"eC11,e41 7 DAYI ENGLISH LANGUAGE DEVELOPMENT Refer to Vocabulary for DayI PRE-PRODUCTION Show students a map of the United States, and map on P.98 of the test.Have students point to different geo- graphical locations when teacher names them (See. Voc Day 1).Students will make a list of all cities and rivers.
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