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Ethnic Community or Historic Monument Paper

Rancho Los Cerritos Historic Site

Jessica Hernandez
HIS 301 Professor Resnick
October 8, 2015

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Before going to this historic site, I did not know anything about it or even the fact did it
existed. I had other classmates tell me about Rancho Los Cerritos and that I was a wonderful
experience going there for their history class project. That is why I decided to go to Rancho Los
Cerritos. My expectations were positive and exciting. I was looking forward to all the old style
fashion, old building, and items to look at. I first taught it was going to be very small and without
much historic items. I never expected it to be amazing and very historical. I had the chance to
have a one on one tour regarding the place. My tour guide explained many things in detail and
answered all my questions. While doing my research for primary sources the historic librarian
told me to really go visit the rancho in person because it is a wonderful place.
In order for students to understand the history regarding this place, a history lesson must
be taught. I would have a history lesson regarding Rancho Los Cerritos. For example, first I
would want students to do a journal entry about their expectations before visiting the place.
According to Long Beach Press newspaper article in 1915, it describes Rancho Los Cerritos
being restored to its famous hacienda style.1 Students can be shown pictures of how the rancho
looked before. Know who, what, why, when, how it all started from the beginning of time to
present day. Students can also do their own research regarding anything about ranchos or
haciendas; so can be presented to peers in the class. It is useful information to know the place
that will be visited and having the class do research can expand the knowledge in case someone
else didnt get that information.
I have a primary source picture found in a newspaper article that demonstrates how the
vaqueros (sheep shearing workers) all look while working and putting the wool of away. This
picture can be included and shown to the students, so they can have an idea of the working
1 Restoration of Old Adobe Ranch House Los Cerritos Progressing Most Favorably, Long
Beach Press, Apr 14, 1915.

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conditions in the 1800s -1900s. And being able to have a visual makes students really open their
imagination and have a feeling of what it was like living in that time.
In my curriculum this fieldtrip will be all about history. This is an important part of
history and keeping it alive for students is really crucial. This historic site is full of many roots;
the Native Americans in 500 AD, the Spanish and Mexican Era 1784-1843, the Cattle Era 18441866, the Sheep Ranching Era 1866-1881, Sub-Division and Development Era 1882-1929. All of
these eras have such unique stories and moments that created changes for Californians. Society
was changing through out time and this is important to be passed down to generations.
There are many fun and interesting activities for students to do while they are waiting for
the tour to begin. For example, I would play a trivia game based on the information about the
rancho they have obtained through their research. The teacher makes groups of four, chooses one
student to represent the team, and the questions begin. This is a valuable game because as a
teacher you observe how many students paid attention or how many did their own research. Also,
students become really excited when it comes to games, yet it allows for knowledge to be
expanded and put to use.
It is important to have the students engaged and actively participating during the fieldtrip.
Both Blooms Taxonomy and Multiple Intelligences are two ways to make sure your students are
positively learning, fully engaged, and having fun during a historic fieldtrip. First is knowledge
and linguistic, students can create a journal entry of day in 1800s working as a vaquero; students
can describe how life was during that time era. Second is comprehension and
logical/mathematical students can create a timeline of the Rancho Los Cerritos Eras and trace
down to how it all started. During the tour I would ask students who the owner of the land was,
who was it passed down to or sold to, and what was the rancho used for during each era. Third,

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spatial and visual students will create an artistic portrait, painting, or drawing of Rancho Los
Cerritos, the workers with sheep, or an owner of the Rancho. A primary source form a newspaper
article in 1977 shows the type of events at Rancho Los Cerritos, so students can use it as
inspiration to create a poster. Using various materials provided by the teacher such as, paint,
chalk, crayons, watercolors, markers, color pencils
Fourth is application. Students can determined how things could have been different if
the land was never made into a rancho and how that would of effective the millions of
Californians living there. Fifth is musical students can create a song or poem including major
factors during life at the rancho. Ask students during the tour to predict what type of music was
listened to during that time? Were any instruments played? If so, what type and who played one
while living in the rancho. Sixth is synthesis and bodily kinesthetic, students will rewrite/create
and perform a skit or story based in the 1800s-1900s. Students can dress up like a person they
learned about on the fieldtrip. Students are actively participating while learning during this
activity. Seventh is analysis learn about Rancho Los Cerritos using different resources, including
textbooks, nonfiction library books, reference books, and newspaper articles. Analyze the
information obtained and determine whether life in a rancho was ideal and changed California.
Asked students during the tour questions comparing and contrasting their own research to
actively seeing everything personally on the fieldtrip. Have them share their thoughts to each
peer.
Eighth is intrapersonal. In this area students will do an independent project of their own,
regarding what caught their attention or was really interesting to them while on the fieldtrip. As a
teacher, you can ask students what impacted them from the fieldtrip, what was their favorite
thing/room/person? Would you like to live in the time and era? Ninth is interpersonal. Here

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students will put to use the information they learned on the tour regarding the rancho. Students
can do peer sharing or get into groups to share. Also, teacher can play a bingo game, in class
after the fieldtrip for students to have the opportunity to test their own knowledge of the rancho.
Tenth is evaluation, this one is really important because it demonstrates who well the students
how learned and what they are thinking regarding the fieldtrip. At the end of the fieldtrip,
students can critique and conclude all about the Rancho Los Cerritos. They can express what
they like about it and dislike as well. Do you think life at the rancho was valuable place to grow
and prosper? Did it help the community in any way?
At the end of the fieldtrip students can recollect and regroup all of their thoughts in a
journal entry. After, have them do a paper what they learned and gained from the fieldtrip to
Rancho Los Cerritos. Including a drawing, poster, and painting of anything in the rancho that
was memorable for them. History is essential to teach to children and gives the importance of not
forgetting the roots of how it all came to be to present day. Sharing with others can also be a
good follow up activity because at the end of the day every child is unique when it comes to
learning.