Mexican Rancho Era Reflective Essay Please write about three pages of observations on the era of Mexican rule in California, using selections from Connecti

Mexican Rancho Era Reflective Essay Please write about three pages of observations on the era of Mexican rule in California, using selections from Connecting California. Relate your observations to events and concepts we have discussed in class. Reflect on how the documents help you grow as a historian and relate your comments to at least three of the Please start your essay with an overall perspective on what you learned. Then examine each of your sources (critically) to show how they add to our understanding. Use about four selections from Connecting California, related to the era, that you have not used before. Please put titles of documents in bold the first you discuss them in a significant way. Using your own research, or Cengage materials, include at least one additional primary source from the early to mid-1800s in your reflective essay. The additional source does not need to be about California, as long as it relates to concepts or events you discuss in the essay. Section III: Alta California: Spanish and Mexican Rule, 1768-1848
Chapter 4: Missions, Presidios and Pueblos, 1769-1821 (matches Section III intro in First Edition)
Comment: “About 60 percent of today’s Californians live in lands…once controlled by the missions.”
Who are the Franciscans? Why did they play such a key role in developments in California?
What were the purposes of the missions? Why was the Spanish government especially motivated to set
up missions in the 1760s?
Why were presidios and pueblos also important in this era?
What does Pedro Fages report about the native peoples in San Diego? How credible is his account?
Why would Fages be eager to please Jose de Galvez? (Selection 1) First Editon: Section III, Selection 3
Why does Father Jayme think the missionaries are making slow progress? Why is he frustrated with
the military leadership? (Selection 2) First Edition: Section III, Selection 4
From the document, how do you think Father Jayme views the native peoples?
Who is Felipe de Neve? How did he propose to make the Spanish settlements more self-sufficient?
Can you see why his plan would be considered very ambitious? (Selection 3) First Ed: Sec III, Sel. 6
What is remarkable about Father Junipero Serra? How does his letter to another Father give us insight
into his character and how he viewed the mission project? (Selection 4) First Ed: Sec III, Selection 7
Why would a French aristocrat be perhaps the best source on life in the missions? Why is La Pérouse
harshly critical of the mission he sees near Monterey? (Selection 5) First Ed: Section III, Selection 8
In what ways does the account from La Perouse reflect his ideas from the Enlightenment?
Why is Eulalia Perez a remarkable woman? Explain the advantages and disadvantages of interviewing
someone long after events they are discussing have passed? (Selection 6) First Ed: Sec III, Sel 12
In what ways does the variety of sources give you a better perspective on the era? What factors could
account for vastly different portrayals of life in the era?
From the documents, can you get a sense of how the Spanish settlements were changing over time?
Chapter 5: Mexican Independence, 1821-1848 (similar to Section IV intro in First Edition)
Comment: “In the 1830’s and 1840’s the lifestyle of the Spanish speaking people in California centered
on huge ranches.”
When Mexico became an independent nation, how did that affect California?
Do you think people in California understood what had happened in Mexico, and how it could impact
them? (Selection 1) First Edition: Section IV, Selection 1
Why is Pablo Tac an especially valuable source? Why might he be conflicted? First Ed: Sec III, Sel 11
How are the accounts of Pablo Tac and Eulalia Perez similar? Do you think it is especially significant
that Tac grew up in the mission system, and Perez started life in the missions as a young woman?
Who is Enrique Vermond? Why would he have a valuable perspective on Alta California? Why is it
important to notice that he is writing to the Mexican government? (Sel. 3) First Ed: Section III, Sel. 14
In regard to Virmond, why is the account of a Mexican government official especially interesting in
regard to the missions? Do you find it strange that this official was friends with one of the Fathers?
Describe the perspective Angustias de la Guerra shares on community life in Santa Barbara? Why is
she in a unique position to possibly be helpful? (Selection 4) First Ed: Sec IV, Selection 2
What kind of bias could del la Guerra possibly have? In what ways is her account similar to that of
Perez and Virmond? How is it also remarkably different?
What do you find interesting about the Russian settlement at Fort Ross? How do Russian observations
add to our understanding of the area? (Selection 5) First Ed: Sec IV, Sel 10
Why is Mariano Vallejo concerned about a wagon train coming from Missouri? What does his account
tell us about the precarious nature of Mexican rule in Alta California? (Sel. 6) First Ed: Sec IV, Sel 11
In what ways is Antonio Coronel not typical of people in the Mexican Rancho era? Why is he an
especially valuable source on the era? (Selection 7) First Ed: Section IV, Selection 12
In what ways does Coronel serve as a bridge between people of the Rancho era and people in more
recent times? (Fun fact: he was friends with Helen Hunt Jackson around the time she wrote Ramona.)
Can you see how Coronel’s account could have influenced the novel by Helen Hunt Jackson?
Section III: Alta California: Spanish and Mexican Rule, 1768-1848
Chapter 4: Missions, Presidios and Pueblos, 1769-1821 (matches Section III intro in First Edition)
Comment: “About 60 percent of today’s Californians live in lands…once controlled by the missions.”
Who are the Franciscans? Why did they play such a key role in developments in California?
What were the purposes of the missions? Why was the Spanish government especially motivated to set
up missions in the 1760s?
Why were presidios and pueblos also important in this era?
What does Pedro Fages report about the native peoples in San Diego? How credible is his account?
Why would Fages be eager to please Jose de Galvez? (Selection 1) First Editon: Section III, Selection 3
Why does Father Jayme think the missionaries are making slow progress? Why is he frustrated with
the military leadership? (Selection 2) First Edition: Section III, Selection 4
From the document, how do you think Father Jayme views the native peoples?
Who is Felipe de Neve? How did he propose to make the Spanish settlements more self-sufficient?
Can you see why his plan would be considered very ambitious? (Selection 3) First Ed: Sec III, Sel. 6
What is remarkable about Father Junipero Serra? How does his letter to another Father give us insight
into his character and how he viewed the mission project? (Selection 4) First Ed: Sec III, Selection 7
Why would a French aristocrat be perhaps the best source on life in the missions? Why is La Pérouse
harshly critical of the mission he sees near Monterey? (Selection 5) First Ed: Section III, Selection 8
In what ways does the account from La Perouse reflect his ideas from the Enlightenment?
Why is Eulalia Perez a remarkable woman? Explain the advantages and disadvantages of interviewing
someone long after events they are discussing have passed? (Selection 6) First Ed: Sec III, Sel 12
In what ways does the variety of sources give you a better perspective on the era? What factors could
account for vastly different portrayals of life in the era?
From the documents, can you get a sense of how the Spanish settlements were changing over time?
Chapter 5: Mexican Independence, 1821-1848 (similar to Section IV intro in First Edition)
Comment: “In the 1830’s and 1840’s the lifestyle of the Spanish speaking people in California centered
on huge ranches.”
When Mexico became an independent nation, how did that affect California?
Do you think people in California understood what had happened in Mexico, and how it could impact
them? (Selection 1) First Edition: Section IV, Selection 1
Why is Pablo Tac an especially valuable source? Why might he be conflicted? First Ed: Sec III, Sel 11
How are the accounts of Pablo Tac and Eulalia Perez similar? Do you think it is especially significant
that Tac grew up in the mission system, and Perez started life in the missions as a young woman?
Who is Enrique Vermond? Why would he have a valuable perspective on Alta California? Why is it
important to notice that he is writing to the Mexican government? (Sel. 3) First Ed: Section III, Sel. 14
In regard to Virmond, why is the account of a Mexican government official especially interesting in
regard to the missions? Do you find it strange that this official was friends with one of the Fathers?
Describe the perspective Angustias de la Guerra shares on community life in Santa Barbara? Why is
she in a unique position to possibly be helpful? (Selection 4) First Ed: Sec IV, Selection 2
What kind of bias could del la Guerra possibly have? In what ways is her account similar to that of
Perez and Virmond? How is it also remarkably different?
What do you find interesting about the Russian settlement at Fort Ross? How do Russian observations
add to our understanding of the area? (Selection 5) First Ed: Sec IV, Sel 10
Why is Mariano Vallejo concerned about a wagon train coming from Missouri? What does his account
tell us about the precarious nature of Mexican rule in Alta California? (Sel. 6) First Ed: Sec IV, Sel 11
In what ways is Antonio Coronel not typical of people in the Mexican Rancho era? Why is he an
especially valuable source on the era? (Selection 7) First Ed: Section IV, Selection 12
In what ways does Coronel serve as a bridge between people of the Rancho era and people in more
recent times? (Fun fact: he was friends with Helen Hunt Jackson around the time she wrote Ramona.)
Can you see how Coronel’s account could have influenced the novel by Helen Hunt Jackson?
REVIEW CONCEPTS EXAM III
CHAPTER 7:
I know the contents of this chapter, and I have studied this chapter correctly if I’m able to:
•
Given the formula of a chemical compound (or a name from which the formula may be written),
state the number of atoms of each element in the formula unit.
•
Distinguish among atomic mass, molecular mass, and formula mass.
•
Calculate the formula (molecular) mass of any compound whose formula is given (or known).
•
Define the term mole. Identify the number of objects that corresponds to 1 mole.
•
Given the number of moles (or units) in any sample, calculate the number of units (or moles) in
the sample.
•
Define molar mass or interpret statements in which the term molar mass is used.
•
Calculate the molar mass of any substance whose chemical formula can be written or is given.
•
Given any one of the following for a substance with a given (or known) formula, calculate the
other two: (a) mass; (b) number of moles; (c) number of formula units, molecules, or atoms.
•
•
Calculate the percentage composition by mass of any compound whose formula is given (or
known).
•
Given data from which the mass of each element in a sample of a compound can be determined,
find the empirical formula of the compound.
•
Given the molar mass and empirical formula of a compound, or information from which they can
be found, determine the molecular formula of the compound.
Chapter 8
I know the contents of this chapter, and I have studied this chapter correctly if I’m able to:
•
Describe five types of evidence detectable by human senses that usually indicate a chemical
change.
•
Distinguish between an unbalanced and a balanced chemical equation, and explain why a
chemical equation needs to be balanced.
•
Given an unbalanced chemical equation, balance it by inspection.
•
Given a balanced chemical equation or information from which it can be written, describe its
meaning on the particulate, molar, and macroscopic levels.
•
Write the equation for the reaction in which a single product compound is formed by the
combination of two or more substances.
•
Given a single compound that is decomposed into two or more substances, either compounds or
elements, write the equation for the reaction.
•
Given the reactants of a single-replacement reaction, write the equation for the reaction.
•
Given the reactants in a double-replacement precipitation or neutralization reaction, write the
equation.
CHAPTER 9
I know the contents of this chapter, and I have studied this chapter correctly if I’m able to:
•
Distinguish between strong electrolytes, weak electrolytes, and nonelectrolytes.
•
Given the formula of an ionic compound (or its name), write the formulas of the ions present
when it is dissolved in water.
•
Explain why the solution of an acid may be a good conductor or a poor conductor of electricity.
•
Given the formula or the name of a soluble acid, write the major and minor species present when
it is dissolved in water.
•
Distinguish among conventional, total ionic, and net ionic equations.
•
Given two substances that may engage in a single-replacement redox reaction and an activity
series by which the reaction may be predicted, write the conventional, total ionic, and net ionic
equations for the reaction that will occur, if any.
•
Write the equation for the complete oxidation or burning of any compound containing only
carbon and hydrogen or only carbon, hydrogen, and oxygen.
•
Predict whether a precipitate will form when known solutions are combined; if a precipitate
forms, write the net ionic equation. (Reference to a solubility table or a solubility guidelines list
may or may not be allowed, depending upon the preference of your instructor.)
•
Given the product of a precipitation reaction, write the net ionic equation.
•
Given reactants for a double-replacement reaction that yield a molecular product, write the
conventional, total ionic, and net ionic equation.
•
Given reactants that form H2CO3, H2SO3, or “NH4OH” by ion combination, write the net ionic
equation for the reaction.
CHAPTER 10
I know the contents of this chapter, and I have studied this chapter correctly if I’m able to:
•
Given a chemical equation, or a reaction for which the equation is known, and the number of
moles of one species in the reaction, calculate the number of moles of any other species.
•
Given a chemical equation, or a reaction for which the equation can be written, and the mass in
grams or moles of one species in the reaction, find the mass in grams or moles of any other
species.
•
Given two of the following, or information from which two of the following may be determined,
calculate the third: ideal yield, actual yield, percentage yield.
•
Identify and describe or explain limiting reactants and excess reactants.
•
Given a chemical equation, or information from which it may be determined, and initial quantities
of two or more reactants, (a) identify the limiting reactant, (b) calculate the ideal yield of a
specified product, assuming complete use of the limiting reactant, and (c) calculate the quantity
of the reactant initially in excess that remains unreacted.
•
Given energy in one of the following units, plus variations created by adding metric prefixes,
calculate the other two: joules, calories, and food Calories.
•
Given a chemical equation, or information from which it may be written, and the heat (enthalpy)
of reaction, write the thermochemical equation either (a) with ?rH to the right of the
conventional equation or (b) as a reactant or product.
•
Given a thermochemical equation, or information from which it may be written, calculate the
amount of energy released or added for a given amount of reactant or product; alternately,
calculate the mass of reactant required to produce a given amount of energy.

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