Langauge in California

Introduction

This webquest is designed to introduce the history and the complexity of language in California. Have you driven past a street or live on a street with a name that is not in English? Do you know the history of language in California? 

You will find the answers to these and other questions in the provided resources. You will create a timeline with articles, photos, and videos to show the history of language in California, including policies and laws. 

 

Task

Task 1. Answer the Questions.

  • Who lived in California before the Spaniards? (/1)
  • What year did Spain attempt to assert control of Alta California? (/1)
  • In what year did Mexico achieve its independence? (/1)
  • What year did the United States take over California? (/1)
  • When did California adopt its original constitution? (/1)
  • In what year did California adopt its current constitution? (/1)
  • For how long was California a bilingual state? (/1)
  • What year did they end the 95-year-old state education mandate that required all instruction to be carried out in English? (/1)
  • What was the Lau v. Nichols Federal court decision about? (/2) 
  • What was Proposition 227 (/2)
  • What year did Proposition 58 pass, and what did it do? (/2) 

Write a two-paragraph response on how these topics within the question shape how we see language today. 

You will then build a timeline with photos and written descriptions, or create a PowerPoint with this information as it relates to the changing spoken and taught language in California. 

 

Process

 

The history of California and the evolution of language education are very layered. From the native languages of California to Spanish, then English, there have been policies that have supported bilingual education and others that have hindered it. Ultimately, each change in power, constitution, and policy has affected language in California. 

You will find all the answers in these sources.

https://www.loc.gov/collections/california-first-person-narratives/articles-and-essays/early-california-history/first-peoples-of-california/

https://www.archives.gov/education/lessons/guadalupe-hidalgo

https://statecourtreport.org/our-work/analysis-opinion/california-constitution-people

https://archives.cdn.sos.ca.gov/pdf/1849_Constitution_Facts.pdf

https://web.stanford.edu/~hakuta/www/policy/ELL/timeline.html

https://ballotpedia.org/California_Proposition_58,_Non-English_Languages_Allowed_in_Public_Education_(2016)

 

 

 

 

 

Evaluation

  2 3 4 5
Following Instruction     The instruction is not followed.  More than one part of the presentation is missing.            One part of the presentation is missing. All parts of the presentation asked by the teacher are present. 
Visual Presentation The presentation could not be followed.   The visual images of the presentation are in some parts understandable.   The visual images of the presentation are in most part understandable. The visual images of the presentation are understandable for viewers.
Presentign the information You are not able to comment their work or have practised plagiarism.     You do not comment and/or give additional information on their work or give very little of information and comments, they are not familiar with their material.    You comment their presentation, give some additional information and know their material in most parts.      You comment the presentation fluently, give additional information and know their material they have worked on.    
Factual Knowledge The information in a presentation is incorrect. There are several mistakes in factual knowledge.  There are some mistakes in factual knowledge. The facts in the presentation are presented as correct.