District 11 Educational Support Services
Social Studies








Grade 3, Quarter 3:  Famous People of Early Colorado

Overview
Students will learn about the lives of important people in the history of Colorado Springs. These people include Winfield Stratton, Charles L. Tutt, Sr., Spencer and Julie Penrose, Helen Hunt Jackson, Katherine Lee Bates, Nicholas Tesla and General William J. Palmer. Along with researching the lives of these individuals, third-graders will discuss and make connections about the common people who made up a town during this point in history. Some of the people discussed will include blacksmiths and shopkeepers, etc., including the goods and/or services they provided.

Career Connection: This course introduces students to the types of work performed by Sociologists, Historians, and Geographers.
For Teachers
Quarter 1  2
Quarter 3  4
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Yearly Overview

Daily Lessons 1-5 6-8 9-11 12-14 15-17 18-21 22-25 26-30 31-34

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

  • Chronology organizes people and events and helps explain historical relationships.

  • Historians use primary and secondary sources to ask and answer questions about the past and present (historical inquiry).

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

  • Who were the influential people, both prominent and common, in Colorado Springs? 
  • How can important events in their lives be placed in chronological order? 
  • What effects of their work can we still see today?
  • Who were the common people of the town? 
  • How did they get the goods and services needed?
District 11 curriculum is designed to prepare and equip students to be successful in the 21st Century. Curriculum resources and lessons included here have been aligned to the Colorado Standards for each content area. In addition, the entire program has been aligned with the knowledge, skills, and learner attributes the Partnership for 21st Century Skills promotes as necessary for success in the 21st Century. You will see the highlighted core values embedded in these lessons and activities.
 
A Academic Preparedness: the foundation required for either higher education, or high-wage, high skills jobs
C Cultural Competence: the ability to understand and interpret political and cultural events from multiple perspectives in a global society, a core competency in 21st Century Skills
H High-Functioning Team Member Skills: collaboration is a core competency in 21st Century Skills
I Innovative Thinking and Problem Solving Skills: a core competency for 21st Century Skills
E Effective Use of Information Technology: a core competency for 21st Century Skills
V Vital Participation in Civic Responsibility: "share knowledge and participate ethically and productively as members of our democratic society" Standards for the 21st-Century Learner from American Library Assoc.
E Effective Communication Skills: a core competency for 21st Century Skills

Standards and Benchmarks

Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationship.
Benchmark A: Students know the general chronological order of events and people in history. 
District Indicator: Chronological Organization: Organize events and people in history.
Standard History 2: Students know how to use the processes and resources of historical inquiry.
Benchmark H2 A: Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze data to answer questions and test hypotheses.
District Indicator: Use primary and secondary sources to ask and answer questions (who, what, when, why, how) about the past and present, and to determine cause and effect relationships.

Unit Vocabulary

Use the Visual Thesaurus and use the approved login and password to the right:   User name - es35@d11.org and the password is d112009
Vocabulary
chronological
 goods and services
resources
trade
economic interdependence

Research confirms that students must have at least 6 opportunities through varied means to experience the same vocabulary before it can be applied. Here are 6 sample methods for teaching the vocabulary for this unit: These examples are endorsed by the Mid-Continental Research in Education Laboratory (McREL) Six Step Strategy to Improving Vocabulary. Read more about Research on Teaching Vocabulary.
Step 1: Teacher Defines Word 
Step 2: Student Defines Word with Examples
Step 3: Student Identifies or Designs a Visual Representation
Step 4: Practice With Games
Step 5: Practice Application
Step 6: Apply in Written and Oral Communication

Step 1-3
 Frayer Model for Vocabulary

Step 4: Vocabulary Bingo

Step 4 - 5: ABC Book of the Pikes Peak Region. 

Step 3-4: PowerPoint Partners Game Vocabulary Review

Steps 1, 2, 4: Quizlet

Step 6: Writing Assignment

Sample Units

District 11 Diamond Units/Lessons Overview - includes information about the purpose, goals and structure of these sample instructional units:


Lessons 1-5: Winfield Scott Stratton
     
Duration: 5- 30 minute days

Materials Needed: Discovering Colorado Springs and the Pikes Peak Region                                   

Assessment: Students are able to define chronological, goods and services, resources, trade, economic interdependence, and common people. Students accurately construct a time line placing 5 of the individuals studied in correct position.Students identify the roles of blacksmith, shopkeeper, etc. and their importance to the trade of early Colorado Springs. Why did Stratton come to Colorado Springs?  What was his legacy?  
 

Activities

  1. In this unit, you will be learning about prominent people in Colorado Springs history.  Read through the lessons. Take a trip to the Pioneers Museum with your parents and take notes on all five people.  They are: Winfield Scott Stratton, Spencer Penrose, Helen Hunt Jackson, Katherine Lee Bates, and Nikola Tesla.

  2. Make a time line on a legal size paper or bigger.  As you learn about these five people, place 1-2 events on the time line for each person.  Draw a small picture to go with each event. Book:  Colorful Colorado Characters  by Gladys R. Bueler is a book that has information on many famous Colorado Springs people.  Excellent resource on Colorado history.  Available at the Pikes Peak Library  Pikes Peak Library.

  3. Winfield Scott Stratton is a very famous person in the history of Colorado Springs.  Read page 26 in Discovering Colorado Springs and the Pikes Peak Region.  Discuss his contributions to Colorado Springs. Research Winfield Scott Stratton. Take a field trip to the Colorado Springs Pioneers Museum to learn more about Stratton.

  4. Visit the Pikes Peak Library Pikes Peak Library and look up books on Stratton.

  5. Create an historical marker in Stratton's honor. Write his accomplishments inside the marker. Draw a picture inside the marker to represent something he accomplished.    

Differentiation
Extension: Read a book about Winfield Scott Stratton, and write a letter to a friend recommending the book. Create several time lines illustrating the events/contributions of the individuals studied.
Design an advertisement for a business which was key to trade in the early city.
Act out several services which might have been offered by a business person.
Compare and contrast goods and services of this time to those of our current society.
 Support:  Read aloud with the student.  Make a poster of the contributions that Stratton made to Colorado Springs.

Supplementary Resources: Literature: The following books are written for older children and adults.  All are in the Pikes Peak Library Pikes Peak Library. 
You could check them out and read parts of them to your child:

The King of Cripple Creek: The Life and Times of Winfield Scott Stratton, First Millionaire From the Cripple Creek Gold Strike by Marshall Sprague

A Golden Legacy:  Winfield Scott Stratton and the Myron Stratton Home by Clara Ann McKenna

Money Mountain:  the Story of Cripple Creek Gold by Marshall Sprague

2 Videocassettes from the Pikes Peak Library Pikes Peak Library

A Visit With Winfield Scott Stratton

Here Lies Colorado Springs


 


Lessons 6-8: Spencer Penrose
     
Duration: 3 - 30 minute days

Materials Needed:  Discovering Colorado Springs and the Pikes Peak Region

Assessment: Why did Spencer Penrose come to Colorado Springs?  What was his legacy?  

 

Activities

  1. Spencer Penrose is a very famous person in the history of Colorado Springs.  Read page 25 in Discovering Colorado Springs and the Pikes Peak Region with your child.  Discuss his contributions to Colorado Springs.

  2. Research Spencer Penrose. Take a field trip to the Colorado Springs Pioneers Museum to learn more about Penrose.

  3. Visit the Pikes Peak Library Pikes Peak Library and look up books on Penrose.

  4. Create a eulogy in Penrose's honor.  A eulogy is a speech about a person upon his/her death.  The eulogy includes the person's character and his/her accomplishments during his/her life. What would people say about Penrose?

Differentiation
Extension:  Read a book about Spencer Penrose, and write an acrostic poem about Penrose.

·      Support:  Read aloud with your child.  Make a poster of the contributions that Stratton made to Colorado Springs.

Literature Connections:  The following resources are available through the Pikes Peak Library. 
 Pikes Peak Library

Speck:  The Life and Times of Spencer Penrose by Robert C. Olson

The Zoo on the Mountain by Helen M. Geiger

 

 

 


Lessons 9-11: Helen Hunt Jackson
    
Duration: 3 - 30 minute days

Assessment: Why did Helen Hunt Jackson come to Colorado Springs? What was her legacy? 
 

Activities

  1. Helen Hunt Jackson is a very famous person in the history of Colorado Springs. Have you ever heard of Helen Hunt Jackson?  Helen Hunt Falls and Helen Hunt Elementary School were named after her.

  2. Research Helen Hunt Jackson. Take a field trip to the Colorado Springs Pioneers Museum to learn more about Jackson.

  3. Visit the Pikes Peak Library Pikes Peak Library and look up books on Helen Hunt Jackson.

  4. Create a plaque in Helen Hunt Jackson's honor.   Design a plaque and include the person's character and his/her accomplishments during his/her life.

  5. Visit Colorado's Great Women to learn about the Hall of Fame for Colorado women.
  6. Visit the Colorado Springs Pioneers Museum and other web resources to learn of historic figures.

Differentiation
Extension: Read a book about Helen Hunt Jackson, and write a paragraph about her.

·      Support: Read aloud with the student. Make a poster of the contributions that Helen Hunt Jackson made to Colorado Springs.

Supplementary Resources: The following resources are available through the Pikes Peak Library.  Pikes Peak Library

DVD - Extraordinary Women of the Rocky Mountain West

Literature Connections: Helen Hunt Jackson: a Literary Life by Kate Phillips

Helen Hunt Jackson by Rosemary Whitaker

Helen Hunt Jackson by Evelyn Banning


 


Lessons 12-14: Katherine Lee Bates
   
Duration: 3 - 30 minute days

Assessment: Why did Katherine Lee Bates come to Colorado Springs?  What was her legacy?  
 

Activities

  1. Katherine Lee Bates is a very famous person in the history of Colorado Springs.  Ask your child if he/she has ever heard of Katherine Lee Bates.  Katherine Lee Bates Elementary School was named after her.

  2. Research Katherine Lee Bates. Take a field trip to the Colorado Springs Pioneers Museum to learn more about Bates.

  3. Visit the Pikes Peak Library Pikes Peak Library and look up books on Katherine Lee Bates.

  4. Find  a picture of Katherine Lee Bates Katherine.  Draw an outline of her head.   Write inside the outline all her contributions to Colorado Springs and America.

  5. Visit Colorado's Great Women to learn about the Hall of Fame for Colorado women.
  6. Visit the Colorado Springs Pioneers Museum and other web resources to learn of historic figures.

Differentiation
Extension:   Read a book about Katherine Lee Bates, and write a paragraph about her.

·         Support:  Read aloud with your child.  Make a poster of the contributions that Katherine Lee Bates made to Colorado Springs.

Supplementary Resources: Student will go online to learn about the Hall of Fame for Colorado Women.  Choose one woman and read about her contributions.  Why was she in the Hall of Fame for Colorado women?  Design an historical marker for her, listing her contributions inside.


 


Lessons 15-17: Nikola Tesla
    
Duration: 3 - 30 minute days

Assessment: Why did Nicola Tesla come to Colorado Springs? What was his legacy? 

 

Activities

  1. Nikola Tesla is a very famous person in the history of Colorado Springs and in America. Have you ever heard of Nikola Tesla?  Both Tesla Middle and High Schools were named after him.

  2. Research Nikola Tesla. Take a field trip to the Colorado Springs Pioneers Museum to learn more about Tesla.

  3. Visit the Pikes Peak Library Pikes Peak Library and look up books on Tesla.

  4. Write an acrostic poem about Nikola Tesla. 

Differentiation
Extension: Tesla   Read about Nikola Tesla and create a monument in his honor.  Write about his accomplishments inside the monument.  Draw a monument that represents one of his discoveries.

·         Support: Read aloud with the student.  Make a poster of the contributions that Nikola Tesla made to Colorado Springs and to America.

Supplemental Resources: Nikola Tesla  Read about Nikola Tesla and design a poster with his accomplishments.

Literature Connections:  The following books are for older children and adults. 

The books are available through the Pikes Peak Library.  Pikes Peak Library

Nikola Tesla and the Taming of Electricity by Lisa Aldrich

Wizard:  the Life and Times of Nikola Tesla by Marc J. Seifer

Tesla: a Novel by Tad Wise

The Fantastic Inventions of Nikola Tesla by Nikola Tesla

Tesla: a Man of Mystery by Michael X


 

 

Lessons 18-21: How Are We Alike Around the World?  Part1
  

Duration:  4 - 30 minute days

Materials Needed: Social Studies Alive! Our Community and Beyond; Atlas; Information Master 7.4 page 88 (in the Materials Packet provided)

Assessment: Letter that the student writes. 

 

Activities

  1. Talk to a friend or neighbor about houses and families.  How are they similar and different? Complete page 55 in the Student Interactive Notebook. Explain that the drawing is a Venn Diagram.

  2. Discuss the picture on page 59 in your text Our Community and Beyond, then read the introduction on page 55.

  3. Discuss where Canada is.  Look at the map on pages 152-153.  Ask your child the following questions:  What states border Canada?  What do you think the climate would be like in Canada?

  4. Read pages 60-61 and complete page 56 in the Student Interactive Notebook.

  5. Discuss where Paraguay is. Look at the map on pages 156-157 and find South America.  Use an atlas if you have one, and have your child find Paraguay in South America.

  6. Read pages 62-63 and have your child describe the pictures.  Complete page 57 in the Student Interactive Journal.

  7. Discuss where Japan is.  Look at the map on pages 156-157, and point out Asia and Japan or use an atlas to find Japan.

  8. Read pages 64-65 and discuss the pictures.  Complete page 58 in the Student Interactive Journal.

  9. Write a letter to one of the children you read about in the lessons.  Choose Josie, Luis, or Kazuo.  Follow the directions on the Information Master 7.4 page 88 in the materials packet provided. 

Differentiation   

Extension: Research Canada, Paraguay, or Japan.  Write a postcard from the country you choose.  Write 5-6 sentences about the places you visited, the foods you ate, and the weather.

Support: Where would your child like to visit?  Have him/her choose one of the three countries studied, and draw a picture /she of what he/she likes about the country.  Write 1-2 sentences describing the drawing.

Supplemental Resources: Literature: Children Just Like Me by Susan Elizabeth Copsey

Acka, Backa, Boo! Playground Games From Around the World by Opal Dunn

Read one of the books and have your child draw a picture of his/her favorite part. Describe the picture in 2-3 sentences.


 

 

Lessons 22-25: How Are We Alike Around the World?  Part 2
  
Duration:  4 - 30 minute days

Materials Needed: Social Studies Alive! Our Community and Beyond; Atlas; Information Master 7.4 page 88 and Assessment 7(in the Materials Packet provided)

Assessment:  Complete Assessment 7

 

Activities

  1. Discuss where the country of Hungary is.  Look at the map on pages 152-153.  Find Europe. Hungary is in southern Europe. Use an atlas if you have one.

  2. Read pages 66-67 and complete page 59 in the Student Interactive Notebook.

  3. Listen to CD Track Emma Playing Flute Music. Describe the music.  How does flute music make you feel?

  4. Discuss where Australia is.  Look at the map on pages 156-157 and find Australia.  Use an atlas if you have one, and have your child find locate Australia. 

  5. Read pages 68-69 and have your child describe the pictures.  Complete page 60 in the Student Interactive Journal. 

  6. Discuss where Nigeria  is.  Look at the map on pages 156-157, and point out Africa or use an atlas to find Nigeria on the continent of Africa.

  7. Read pages 70-71 and discuss the pictures.  Complete page 61in the Student Interactive Journal.

  8. Write a letter to one of the children you read about in the lessons.  Choose Emma, Paul, or Ana.  Follow the format for writing a friendly letter on page 88 in the materials packet provided. 

Differentiation   

Extension: Research Hungary, Australia, or Nigeria.  Write a postcard from the country you choose.  Write 5-6 sentences about the places you visited, the foods you ate, and the weather. Draw a picture on the other side.

Support: Where would your child like to visit?  Have him/her choose one of the three countries studied, and draw a picture of what he/she likes about the country.  Write 1-2 sentences describing the drawing.

Supplemental Resources: Literature: Children Just Like Me by Susan Elizabeth Copsey

Acka, Backa, Boo! Playground Games From Around the World by Opal Dunn

Read one of the books and have your child draw a picture of his/her favorite part. Describe the picture in 2-3 sentences.

(Permission granted to use this material on the ACHIEVEk12 website by Teacher Curriculum Institute, June 2008


 


Lessons 26-30: How Does Our Economy Work?
    

Duration:  5 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond; Atlas; Assessment 8in the Materials Packet provided)

Assessment:  Complete Assessment 8

 

Activities

  1. Discuss the picture on page 73  with the following questions:  What details do you see in the picture?  Which person wants to sell the fruit at the highest price that people are willing to pay?  What do we call this person? (the seller) Which person wants to buy the fruit at the lowest price that people are willing to sell?  What do we call this person? (the buyer)   What things might happen to cause the seller to raise the price of the fruit?  What things might happen to cause the seller to lower the price of the fruit?

  2. Read the introduction on page 73, and discuss the terms: market and economy.

  3. Read pages 74-75 and complete page 63 in the Student Interactive Notebook.

  4. Read pages 76-77 and complete page 64 in the Student Interactive Notebook.

  5. Listen to the CD Track 12  Supply and Demand I.  Point to the ceiling every time the lyrics say "high" or "up", and point to the floor every time the lyrics say "low" or "down".   Play the song several times.  Sing along and incorporate the arm movements.  (Words are in the packet of materials provided).

  6. Read pages 78-79 and complete page 65 in the Student Interactive Notebook.

  7. Listen to the CD Track 13   Supply and Demand II..  Have your child listen to it, then incorporate the arm movements.  Play it several times and sing along with the arm movements.  (Words are in the packet of materials provided). Make a list of the high demand products your class would like to have (i.e. Ipod, Nintendo Wii, new clothes, gocart, etc.) Have students vote on the one item they would most like to have. The item with the most votes would be a high demand product. What we value most tells us about who we are.

  8. Discuss the following questions:  What happens to prices when supply is high and demand is low? Why?  What happens to prices when demand is high and supply is low?  Why?

  9. Discuss the hypothetical economic situations on Information Master 8.4 page 101 (In the packet of materials provided).

  10. Read pages 80-81and complete pages 66-67 in the Student Interactive Notebook.

  11. Use the Six Step Vocabulary activities with the vocabulary words: goods and services, resources, trade, and economic interdependence. 

Differentiation   

Extension: Why are there Farmers Markets in the summer selling fresh produce?  Is the supply for fresh produce high or low?   Explain your answer.  Make a poster advertising the fresh produce.

Newspaper advertisements/store flyers for local businesses to monitor price changes.  Compare prices over a couple of weeks.  Make a chart and graph the cost of some items over a month.

Support: Listen to the songs again.  Have your child draw pictures of items that go down in price in the summer and go up in price in the winter.  (Hint:  talk about produce)

Help the student choose a product to sell (favorite fruit, cookie, dog walking service, etc.) and guide in the design of a booth.  Be the “customer” for the child’s business.

Supplemental Resources: Allow the student an opportunity to visit local businesses with you and ask about “supply and demand” and how it impacts the prices for the items the child likes to purchase (i.e. special treats, CDs, toys).

Compare grocery or gasoline receipts on a weekly, biweekly, monthly basis and have the student graph the price changes.  Watch the local news broadcasts for reasons that connect to the price changes being monitored.
Literature: Prices Go Up, Prices Go Down by David Adler; For Rent by Charles E. Martin

Read one of the books and have your child draw a picture of his/her favorite part. Describe the picture in 2-3 sentences.

(Permission granted to use this material on the ACHIEVEk12 website by Teacher Curriculum Institute, June


 


Lessons 31-34: How Does Global Trade Affect Our Community?
   

Duration:  4 - 30 minute days

Materials Needed:  Social Studies Alive! Our Community and Beyond; Atlas; Student Handout 9.3 and Assessment 9 (in the Materials Packet provided)

Assessment:  Complete Assessment 9. 

 

Activities

  1. Discuss the picture on page 83  with the following questions:  What details do you see in the picture?  What products do you see?  Do you own anything that is made or grown in another part of the world?

  2. Read the introduction on page 83, and discuss how it takes the whole world to get Jen to school in the morning.

  3. Read pages 84-91and complete pages 68-71 in the Student Interactive Notebook as you read.  Give your child the sheet of icons (Student Handout 9.3, in the packet of materials provided).  Have your child cut these icons out for use on pages 68-71 in the Student Interactive Notebook.

  4. Discuss the following questions: What are some things that your community makes or grows that are traded to other parts of the world?  Complete pages 72-73 in the Student Interactive Notebook.

  5. Look at labels of things that were made or grown in another part of the world.  Complete pages 74-75 in the Student Interactive Notebook.

Differentiation  

Extension: Read Wrap Up page 91.  What are some problems that global trade could cause?  How could weather cause problems in global trading?  How does global trade bring countries together?  Make an advertisement promoting global trade.

Support: Have your child look at labels of items he/she owns (clothes, toys, sports equipment).  List the items and the countries.  Then with a world political map (atlas), help your child locate those places.  Write down the continent for each item.

Supplemental Resources: Literature: Bananas: From Malolo to Margie by George Ancona; Apple Picking Time by Michele Benoit

Emeka's Gift: An African Counting Story by Ifeoma Onyefulu

Read one of the books and have your child draw a picture of his/her favorite part. Describe the picture in 2-3 sentences. 

Have your child retell the story in his/her own words.


 

Parent Resources

If you have not yet taken your child to the top of Pikes Peak or to the Garden of the Gods, this is a perfect time to do so. Your child will see many of the physical and human characteristics of this region of Colorado. Point out the different features and ask your child to share what he or she has learned about how the features were formed and how they might have changed over time. It is a good time to begin talking about how rules in your home and rules in the school differ from laws in the city. Visiting the Pioneers Museum or spending time at Rock Ledge Ranch would help your child learn about the early history of the city and region.

ABCs of Elementary Years: These ABC Tips are designed to help you support your child’s learning in social studies during their years in elementary school.

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