District 11 Educational Support Services
Social Studies




Grade 4, Quarter 2:  Geography and History of Colorado Unit
Duration (@20 days)

Overview
 View the Video Introduction. This quarter students learn about early Coloradoans including Native Americans, Trappers, Traders, and Explorers. Students will also become familiar with the people who played a major role in the early economic and societal development of Colorado. In order to get from one place to another people use maps or atlases to find their way, but how do you read a map? What are the key elements that help us to understand the information on a map? How can we use a map to help us locate the regions of Colorado? How did these regions of Colorado’s landscape emerge? What physical processes that shaped the earth’s surface and made Colorado the state you see today? The answers to these questions will help you understand more about the state you live in and the people that inhabit it. Colorado History Chronology  Doing History, Keeping the Past
For Teachers
Quarter 1  2
Quarter 3  4
Prior Grade
Next Grade
Yearly Overview Page

Daily Lessons 1 2 3 4 5 6 7 8 9 10

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.
  • Societies are diverse and change over time.
  • Developments in technology have changed societies throughout history.
  • Rules, laws, and governments develop and change over time.
  • Beliefs of individuals and groups have powerful effects on societies.
  • Processes and resources of historical inquiry lead to asking and answering questions about the past and present.
  • Human activity changes and is affected by the physical environment.
  • Exchange of goods and services leads to trade and interdependence.

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

  • How can events and people of the Native American cultures who have lived in the area now called Colorado be organized chronologically?
  • Which changes in technology had the greatest effect on the prehistoric cultures?
  • Which of the prehistoric cultures seemed best able to govern itself?
  • What do the characteristics (economic activities, social organization, political organization) of the prehistoric cultures tell us about their beliefs?
  • How did the beliefs of these cultures affect the ways people lived?
  • How do we find out about prehistoric people of Colorado?
  • Who explored the area now called Colorado, and why?
  • How can information about CO explorers be organized chronologically?
  • How did trappers and traders interact with the environment and with other cultures in the area now called Colorado?
  • Which was greater-- the impact of the trappers on their environment or the impact of the environment on the trappers?

Standards and Benchmarks

 Standard History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Standard History 2:  Students know how to use the processes and resources of historical inquiry.
Standard History 3:  Students understand that societies are diverse and change over time.
Standard History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
 Standard History 5: Students understand political institutions and theories that developed and changed over time.
Standard History 6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Standard Geography 5: Students understand the effects of interactions between human and physical systems and changes in meaning, use, distribution, and importance of resources.

Lessons

TEACHER NOTE:  To prepare for Lesson 5, check out the Cliff Dwellers Kit.  Also, to prepare for Lesson 14, check out the Mountain Man Kit.
Website: http://www.coloradohistory.org/programs/school_prgms/edu_kits.htm
Cost: $5 per kit plus return postage (They pay for postage to your school.)
How to Order: Call (303) 866-4689 from 9:00 a.m. to 4:30 p.m., Monday through Friday.
Period of Check Out: One week. Kits are checked out on Wednesdays.

Lesson 1: Prehistoric People of Colorado and Cornell Notes
Duration: 2 days @ 30-45 minutes each day
STANDARD   History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 3: Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
 STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
 BENCHMARK H4 A:  Students understand the impact of scientific and technological developments on individuals and societies.
 District Indicator:  Organize events and people in history chronologically (time lines, lists, sequencing).
Enduring Understandings:
    Chronology organizes people and events and helps explain historical relationships.
    Societies are diverse and change over time.
     Developments in technology have changed societies throughout history.
Essential Questions:
    How can events and people of the Native American cultures who have lived in the area now called Colorado be organized chronologically?
    How do we find out about prehistoric people of Colorado?

Assessment: Discuss why we might use 2-column notes to organize our thoughts.  How are they helpful?  When else might you use 2-column notes?  Explain your thoughts.

Activities

  1. Do a text walk/preview of chapter 3, review the headings in blue and look at the words underlined and in bold.  Try to determine their meanings using context clues.  What will this chapter be about?  How many different Prehistoric People will you learn about by reading this chapter?

  2. Explain the purpose of bolded, italics, and underlined words.  Why are they used?  What is their purpose?

  3. Review the 2 column notes that are partially filled out. Why do we take notes in this way?  How might this design help organize your thinking?

  4. Work with a partner, small group or with the whole class lead by the teacher.  Read each section of the chapter and try to fill in notes and/or what the word means. Use pictures or other tools if desired.

  5. Work through the introduction through page 46 (up to Developmental Pueblo Period) the first day.

  6. Start with page 46 and work through the end of the chapter on day 2. (these are just suggestions and may be modified as time permits.)

  7. If time permits on the second day, quiz your partner using your 2-column notes.

Resources
Rendezvous with Colorado History book (student)
Student copies of the 2-column notes pages in Teacher’s guide called Prehistoric People of Colorado  (3 pages starting with Ice Age)
Websites explaining Cornell Notes: http://coe.jmu.edu/learningtoolbox/cornellnotes.html
 http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cornellsystem.pdf 
Pencil

Differentiation
Extension: Work independently, be a resident expert to others. 
Support– Give them a word/definition list to choose from. Use a Cloze strategy; ELL-have them work with a partner who is bilingual or have them match pictures with the definitions and words.

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Lesson 2:  An Archeologist at Work Part 1 (adapted from Colorado Alive! A Collection of lessons for Fourth Grade, Unit 2)
Duration: 1-2 days @ about 30-45 minutes

STANDARD History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 3:   Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
STANDARD History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A:  Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:  Organize events and people in history chronologically (time lines, lists, sequencing).
Enduring Understanding:
    Chronology organizes people and events and helps explain historical relationships.
        Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
Essential Questions:
    How can events and people of the Native American cultures who have lived in the area now called Colorado be organized chronologically?
    How do we find out about prehistoric people of Colorado?
    What cultural characteristics define each of the above cultures, i.e. prehistoric peoples?

 Assessment: Students should research the prehistoric people they chose in another resource and find 2-3 interesting facts that were not included in the textbook. (students can use computers, encyclopedias, library books, etc.)

Activities

  1. Students will need to get into small groups of 2-4 people. ( try to have 7 groups).

  2. You will assume the role of archaeologists and members of a museum staff visiting archaeological sites of prehistoric peoples who lived in different parts of Colorado.  At each “site” you will learn about these groups and about “artifacts” that they might have left behind.

  3. You must record the artifacts and explain what they tell us about the customs and cultures of the people who left them.

  4. You will record this information on the Reading Notes sheet by answering using the text to answer questions about each prehistoric people.

  5. The teacher should review the Reading Notes sheet with students and discuss the meaning of Archaeologist, artifact, and customs and culture.  Perhaps complete the information for Site #1 together as a class.

  6. Students must work entirely together.  Do not split the work between each group member.

  7. After students are finished complete the table together on the overhead.  Students may add anything the might have omitted.

  8. Each group will now pick one of the “sites” visited.  No two groups can pick the same site.   

Resources
    Rendezvous with Colorado History book (student)
    Student copies and an overhead of the Student Resource 1A, 1B and 2 (pg 12, 13 and 14) from Colorado Alive!
    Pencil

Differentiation
Extension: Work independently
Support: Work with teacher at small group table.  Have table partially completed.  Use pictures for ELL students.  

Extension Activities: Art – Students could weave an Indian design.  Students could make pottery and paint it will Indian designs.

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Lesson 3:  An Archeologist at Work Part 2 (adapted from Colorado Alive! A Collection of lessons for Fourth Grade, Unit 2)
Duration: 2 days @ 30 - 45 minutes
     

STANDARD   History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 3:  Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A:  Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:
    Organize events and people in history chronologically (time lines, lists, sequencing).
Enduring Understanding:
    Chronology organizes people and events and helps explain historical relationships.
        Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
 Essential Questions:
    How can events and people of the Native American cultures who have lived in the area now called Colorado be organized chronologically?
    How do we find out about prehistoric people of Colorado?
    What cultural characteristics define each of the above cultures, i.e. prehistoric peoples?

Assessment: Rubric for Museum Display

4

Visually appealing, artifacts are correct for that people.  They are neatly made and recognizable, explanations aid in understanding what each artifact is.  Understanding of customs and cultures of the people is evident. 

3

Visually appealing, artifacts are correct for that people.  Explanations are included but may not be thoroughly understandable.  Understanding of customs and cultures of the people is evident. 

2

Artifacts are mostly recognizable some may not be correct for that people. Explanations are mostly included but may not be thoroughly understandable.  Understanding of customs and cultures of the people may not be evident. 

1

Artifacts are incorrect, missing or indecipherable.  Explanations are missing or not understandable.  Understanding of customs and cultures of the people is not evident. 

 

 

 

 

  
Activities

  1.  If this was not completed in the previous lesson, have each group now pick one of the “sites” visited.  No two groups can pick the same site. 

  2.  Each group will create a museum display for the people that inhabited that site. 

  3. The displays should include, illustrations or models of artifacts and brief explanations of each artifact and what it shows about the customs and culture of the people. 

Differentiation
Extension: Use alternative sources for information.
Support: Teacher assistance if necessary for explanation of terms and concepts; ELL – work with bilingual student to complete.

Resources
    Rendezvous with Colorado History book (student)
    Archaeologist notes from the previous lesson.
    Construction paper, plain white paper
    Colored pencils / crayons
    Scissors
    Glue
    Other Art Materials

Extension Activities
Art – Students could weave an Indian design.  Students could make pottery and paint it will Indian designs.
Field Trip – Cliff Dwellings, Mesa Verde National Park 

TEACHER NOTE:  To prepare for Lesson 5, check out the Cliff Dwellers Kit.  Also, to prepare for Lesson 14, check out the Mountain Man Kit.
Website: http://www.coloradohistory.org/programs/school_prgms/edu_kits.htm
Cost: $5 per kit plus return postage (They pay for postage to your school.)
How to Order: Call (303) 866-4689 from 9:00 a.m. to 4:30 p.m., Monday through Friday.
Period of Check Out: One week. Kits are checked out on Wednesdays.

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Lesson 4:  Archaeological Expert Talks and Gallery Walks
Duration: 1 day  @ 45 – 50  minutes
   

STANDARD History 1:  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
STANDARD History 3: Students understand that societies are diverse and change over time.
BENCHMARK H3 B: Students understand the history of social organization in various societies.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A: Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:
Organize events and people in history chronologically (time lines, lists, sequencing).
Enduring Understandings:
    Chronology organizes people and events and helps explain historical relationships.
  Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
Essential Questions:
    How can events and people of the Native American cultures who have lived in the area now called Colorado be organized chronologically?
    How do we find out about prehistoric people of Colorado?
    What cultural characteristics define each of the above cultures, i.e. prehistoric peoples?

Assessment: Rubric for Presentation

4

All members of the group participate in the presentation.  Expert knowledge of their chosen prehistoric people is evident. Presentation was clear and “experts” are able to answer questions about their chosen “people”. 
 

3

All members of the group participate in the presentation.  Knowledge of their chosen prehistoric people is clear. Presentation was understandable but with some difficulty. “Experts” are mostly able to answer questions about their chosen “people”. 
 

2

Not all members of the group participate in the presentation.  Knowledge of their chosen prehistoric people is not very evident. Presentation was partially understandable but maybe confusing at times. “Experts” are not able to answer many questions about their chosen “people”. 
 

1

Not all members of the group participate in the presentation.  Members do not appear to have adequate knowledge of their “people”. Presentation was confusing and unclear. “Experts” are not able to answer questions about their chosen “people”.   
 

 

 

 

 

 

 

Chapter 3 assessment located in Teacher Resource Book Rendezvous with Colorado History
Magic Square Assessment, Page 16, Student Resource 3 in Colorado Alive! A Collection of Lessons for Fourth Grade
Students pick two types of people and use a Venn diagram to compare and contrast. 

Activities

  1. Museum exhibits will be displayed around the room. 

  2. Students will do a 5-10 minute gallery walk of the Prehistoric People of Colorado Museum they have put together.

  3. Students will take their archaeologist notes with them.  They can add to them or code them accordingly
    * Something I already knew
    !  Something interesting
    ? Something I would like to know more about
         X Didn’t have a clue.  I need more explanation.

  4. Each group will then present their museum display for the class.

  5. Presentations should be no longer than 5 minutes.  Students may use the notes they just coded on their gallery walk to help ask questions to fellow archeological experts.

Differentiation
Extension: Use alternative sources for information.
Support: Teacher assistance if necessary for explanation of terms and concepts; ELL – work with Bilingual student to complete.

Resources
Archaeologist notes from the previous lessons.
Museum Display created in previous lesson.

Other Activities
Art – Students could weave an Indian design. 
Students could make pottery and paint it will Indian designs.
Field Trip – Cliff Dwellings, Mesa Verde National Park

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Lesson 5: Archeologists at Work
Duration: 1 day @ 45 minutes
     

STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
 BENCHMARK H2 D:  Students know how to interpret and evaluate primary and secondary sources of historical information.
STANDARD History 3: Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A: Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:
    Identify and explain changes in technology (scientific achievements and inventions) and how they changed history.
    Identify beliefs of individuals and groups and their effects on societies.
Enduring Understanding:
    Chronology organizes people and events and helps explain historical relationships.
    Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
    Beliefs of individuals and groups have powerful effects on societies.
Essential Questions:
    Which changes in technology had the greatest effect on the prehistoric cultures?
    Which of the prehistoric cultures seemed best able to govern itself?
    What do the characteristics (economic activities, social organization, political organization) of the prehistoric cultures tell us about their beliefs?
    How did the beliefs of these cultures affect the ways people lived?

Assessment:
    Chapter 3 assessment located in Teacher Resource Book Rendezvous with Colorado History            
    Magic Square Assessment, Page 16, Student Resource 3 in Colorado Alive! A Collection of Lessons for Fourth Grade
    Writing Prompt: How has this activity helped your understanding of archeologists and what they do?  How can this work help us better understand these prehistoric peoples?

Activities

  1. Playing the role of archaeologists, students "excavate" prehistoric artifacts buried in sand. Materials include excavating tools and a teacher's guide with background information, detailed instructions, and activities.

  2. Follow instructions and activities inside the kit.

Differentiation
 Extension: Use multiple resources to find information.  Try to find other websites that might be beneficial to their group.
Support: Work with partners or teacher assistance.  Have a bilingual student translate.

Resources
Cliff Dwellers Kit
Website: http://www.coloradohistory.org/programs/school_prgms/edu_kits.htm
Cost: $5 per kit plus return postage (They pay for postage to your school.)
How to Order: Call (303) 866-4689 from 9:00 a.m. to 4:30 p.m., Monday through Friday. Period of Check Out: One week. Kits are checked out on Wednesdays.

Other Activities: Field Trip – Cliff Dwellings, Mesa Verde National Park

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Lesson 6: American Indians of Colorado – Cornell Notes
Duration: 1 day @ 45 minutes

STANDARD  History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
 BENCHMARK H2 D:  Students know how to interpret and evaluate primary and secondary sources of historical information.
STANDARD History 3: Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A:  Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:
    Identify and explain changes in technology (scientific achievements and inventions) and how
     they changed history.
    Identify beliefs of individuals and groups and their effects on societies.
Enduring Understandings:
    Chronology organizes people and events and helps explain historical relationships.
    Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
    Beliefs of individuals and groups have powerful effects on societies.

Essential Questions:
    Which changes in technology had the greatest effect on the prehistoric cultures?
    Which of the prehistoric cultures seemed best able to govern itself?   
    What do the characteristics (economic activities, social organization, political organization) of the
     prehistoric cultures tell us about their beliefs?
    How did the beliefs of these cultures affect the ways people lived?

Assessment:  Venn Diagram Rubric Venn Diagram: Compare what life is like for today’s children versus what it was like for Indian children.
 

4

The two groups are compared.  Three or more items are in each section of the diagram. The items are related to each other. 

3

The two groups are compared.  Two or more items are in each section of the diagram. The items are somewhat related to each other.  An item may be listed on one side but not another.

2

The two groups are compared.  One or Two items are in each section of the diagram. The items are mostly unrelated to each other.  An item may be listed on one side but not another.

1

The two groups may not be compared.  The Venn Diagram is incomplete. Missing information make understanding difficult.

 

 

 

 


Activities

  1. Review the 2 column notes that are partially filled out as a class.

  2. Students buddy read Chapter 4 – American Indians of Colorado.

  3. Read each section of the chapter and try to fill in notes and/or what the word means. Use pictures or other tools if desired.

  4. When there is 10 minutes remaining in the lesson have students share their answers with the class.  Discuss the vocabulary that might be challenging.  Use the textbook for pictures if possible.

Differentiation
 Extension: Work independently; be resident experts to others, create their own 2 column notes without using the worksheets. 
Support: Listen to the chapter read to them. Work in small groups with Teacher assistance. Have ELL work with a partner who is bilingual or have them match pictures with the definitions and words.

Resources:  Rendezvous with Colorado History book (student)
Student copies of the 2-column notes pages in Teacher’s guide called American Indians of Colorado  (3 pages starting with arroyo)
Pencil 

Other Activities:  Art - Students could make their own pictographs or petroglyphs and have students guess and what they were trying to communicate.

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Lesson 7: Indians of Colorado – Doing History Investigations
Duration: 2 days @ 45 minutes
     

STANDARD History 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
 BENCHMARK H2 D: Students know how to interpret and evaluate primary and secondary sources of historical information.
STANDARD History 3:   Students understand that societies are diverse and change over time.
BENCHMARK H3 B:  Students understand the history of social organization in various societies.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
BENCHMARK H4 A:  Students understand the impact of scientific and technological developments on individuals and societies.
District Indicator:
    Identify and explain changes in technology (scientific achievements and inventions) and how   
     they changed history.
    Identify beliefs of individuals and groups and their effects on societies.

Enduring Understandings:
    Chronology organizes people and events and helps explain historical relationships.
    Societies are diverse and change over time.
    Developments in technology have changed societies throughout history.
    Beliefs of individuals and groups have powerful effects on societies.

Essential Questions:
    Which changes in technology had the greatest effect on the prehistoric cultures?
    Which of the prehistoric cultures seemed best able to govern itself?
    What do the characteristics (economic activities, social organization, political organization) of the
     prehistoric cultures tell us about their beliefs?
    How did the beliefs of these cultures affect the ways people lived?

Assessment: Rubric for Presentation

4

All members of the group participate in the presentation.  Expert knowledge of their area is evident. Presentation was clear and “experts” are able to answer questions. Presentation is creative.

3

All members of the group participate in the presentation.  Knowledge of their area is clear. Presentation was understandable but with some difficulty. “Experts” are mostly able to answer questions.  Presentation is somewhat creative but could have used more work. 

2

Not all members of the group participate in the presentation.  Knowledge of their area is not very evident. Presentation was partially understandable but maybe confusing at times. “Experts” are not able to answer many questions.  Presentation was dull and perhaps repetitive.

1

Not all members of the group participate in the presentation.  Members do not appear to have adequate knowledge of their field. Presentation was confusing and unclear. “Experts” are not able to answer questions. Presentation needed much work.

 

 

 

 

 
 Activities

  1. Before leaving for the computer lab write and discuss this question: “What was it like to live as Colorado Indians did?”

  2. Students share suggestions from their Venn Diagrams or Two Column notes.

  3. Divide into work groups (no more than three students per group) and give each group one of the five Colorado Indians Investigation Sheets.

  4. Explain to students that each group will become expert on one of the following themes:

    • Food, Clothing, and Shelter
    • Families, Children, and Infants
    • Work and Tools
    • Community Life
    • Reservation Life

  5. The groups will gather information at the resource stations to answer the questions on their Investigation Sheet.

  6. Go to the website http://hewit.unco.edu/dohist/indians/themes.htm

  7. Click on the correct topic.  Use the Primary and Secondary Sources: These include:  About the Photo, More about this Photo, and In Their Own Words to help answer the five questions. Briefly discuss what a primary source and secondary source is.  How to access these areas might have to be projected and demonstrated to the entire class.

  8. Each group will be responsible for teaching the rest of the class about its theme. They must decide how best to teach this material.  They may use the photos projected or create a skit, essay, poem, mock journal entries… etc.

  9. The students in each group must take notes about the themes that they have not investigated.

Differentiation
 Extension: Use multiple resources to find information.  Try to find other websites that might be beneficial to their group.
Support– Have investigation sheets partially filled out as with a “cloze” passage.

Resources
Computer Access - computers for every 2-3 students
Website access: http://hewit.unco.edu/dohist/indians/themes.htm
 Handout – Colorado Indians Investigation
Pencil

TEACHER NOTE:  To prepare for Lesson 14,  check out the Mountain Man Kit.
Website: http://www.coloradohistory.org/programs/school_prgms/edu_kits.htm
Cost: $5 per kit plus return postage (They pay for postage to your school.)
How to Order: Call (303) 866-4689 from 9:00 a.m. to 4:30 p.m., Monday through Friday.
Period of Check Out: One week. Kits are checked out on Wednesdays.

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Lesson 8: Primary or Secondary Sources / Inquiry Question Research – Indian Shelters
Duration: 1 days @ 45 minutes
     

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 historical data to answer questions and test hypotheses.
BENCHMARK H2 D: Students know how to interpret and evaluate primary and secondary sources of historical information.
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 relationship.
Enduring Understanding:  Processes and resources of historical inquiry lead to asking and answering questions about the past and present.
Essential Questions How do we find out about prehistoric people of Colorado?
Assessment: Given an example of a primary source, and a secondary one on a related topic, students identify which is primary and secondary, then compose one or two statements about what these reveal about the topic.

Activities

  1. Using the overhead, discuss examples of primary and secondary sources.  Come up with examples of your own.

  2. Set the stage for research by telling students they will be viewing historical photos (Primary Sources) and written recollections of the types of shelters used by the three Indian groups of Colorado. (Primary Sources)

  3. Review the strategies for using photos and primary source documents.  Using a projector go through the shelter portion of the website. 

  4. Students should have viewed the entire Colorado Indians section of the web site.  If not use 5 minutes for this purpose.

  5. Discuss the inquiry questions (below) and the format of "My Inquiry Research" paper.  Hand out copies of the paper.  Students will pick one question to focus on. (Students can work independently or with a partner).

  6. o        How did the lifestyles and location of the Cheyenne and Arapaho people in Colorado influence the types of shelters they built?

  7. o        Why would the Utes originally have built seasonal wickiups?

  8. o       Who and /or what were influential in the Utes' later use of the tepee?

  9. Research answers to the inquiry questions using the web site and reading the primary source documents on shelter.

  10. In addition to the section on shelter, see Work/Women's Work, photo1; Work/Setting Up Tepees/all photos; Community Life/Village Life/photos 2, 3, and 4; Community Life/ceremonies/photo1.

  11. Have students share their Inquiry Research Paper with the rest of the class.

  12. Follow Up Discussion Questions:
    In photo #3, the Arapahoe Chief Little Raven decorated his tepee with important events.  If you had traveled in Little Raven's band, what do you suppose you would have painted on your tepee? 
    In photo #6, tepees on the plains of Colorado are shown with brush piled up near them for additional protection from the harsh wind and weather.  What do the people who live on the plains of Colorado today use for the same kind of protection?  (They plant rows of evergreen trees--"windbreaks").  Why didn't the Plains Indians of Colorado use this method of protection? (They were nomadic, and didn't plant trees.)
     Hand out Tipi History and Tipi Etiquette sheet found in Teacher’s Edition of A Rendezvous With Colorado History and discuss.

Differentiation
 Extension: Use multiple resources to find information. Perhaps an encyclopedia or website. Have them complete all three inquiry questions.
Support – Modify the Investigation sheet.  Give them only 1 resource to look up.  Have them work with a small group or bilingual students.  They can interpret the pictures on the website and can dictate to a teacher or another student.

Resources
Computer Access – LCD Projector for displaying info.
Website access: http://hewit.unco.edu/dohist/indians/themes.htm Colorado Indians/Food, Clothing, Shelter/Shelter/all photos and text. Computer access for students or pairs of students
Overhead of document: primary vs. secondary explanation
 Primary Source Materials from the Indians of Colorado Teacher's Guide. Link: http://hewit.unco.edu/dohist/teachers/plans/indians/packet.doc
Other materials the teacher has gathered which reflect the types of shelters used by the Indians of Colorado.
One copy of the My Inquiry Question Research

Art - Provide materials for students to demonstrate the relationships between the lifestyles of the Colorado Indians and the types of shelters they built, by using "Triple Triaramas". A triarama is a three-sided display. It is usually made with three triangular sides. The three triangles can then be placed back to back to create a 3-D pyramid shape. In most triaramas, the information is placed on the inside of the pyramid, making it similar to a diorama. 

  1.  Take 3, 12” square pieces of white construction paper

  2. Next, fold the top right corner of the square down to the lower left-hand corner, forming a triangle.

  3. Fold that triangle in half again.

  4. Open the square and then cut one of the fold lines to the center of the square.

  5. Each single triarama background should show the topography and the animal/plant life representative of the area inhabited by each of the three Indian nations in Colorado.  This should be finished before folding and gluing the cut flaps together

  6. To put together: place glue close to the edges on one of the triangular flaps.  Put the adjacent triangle directly on top of the flap with glue, forming a pyramid.

  7. The foreground contains a miniature three-dimensional model of the type of shelter used by the group being represented, glued to the floor of the triarama. To the side of the shelter is a written description of the scene.

  8. After completing the three single triaramas, they should be glued together, back to back, forming a "Triple Triarama", representing typical shelters used by the Cheyenne, Arapahoe, and Utes in Colorado.

This lesson is adapted from the “Gimme Shelter” lesson by Ty Bliss and Jerilyn Kennoy found on the Doing History/Keeping the Past Website.

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Lesson 9: Primary or Secondary Sources Part 2 / A Picture is Worth a Thousand Words
Duration: 1 day @ 45 minutes
     

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 historical data to answer questions and test hypotheses.
BENCHMARK H2 D:  Students know how to interpret and evaluate primary and secondary sources of historical information.
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 relationship.
Enduring Understanding: Processes and resources of historical inquiry lead to asking and answering questions about the past and present.
Essential Questions: How do we find out about prehistoric people of Colorado?
Assessment: Discuss:  Did the title’s created match the picture?  Did it reflect the main idea of the photograph? Is there another title that might be better?
    American Indians of Colorado Chapter Test – Located in Teachers Resource Book A Rendezvous with Colorado History.

 Activities

  1. You will be looking at four photographs from the Doing History/Keeping the Past website.  Use your observation skills and note what you see in each picture.

  2. You will be writing a title for each of the photographs.

  3. As the photos are projected you will view them silently and make mental notes of what you see. To help them establish a reference point for viewing the photographs, note that the pictures are grouped under the heading Colorado Indians - Food.  Each picture will be projected for approximately 5 - 10 seconds.

  4. After viewing the pictures for the first time ask what they observed in the pictures.  Write responses on chart paper or a white board.

  5. Did the photographs, by themselves, give them enough information to complete the task?  Ask the students what additional information might be helpful.  (Primary Source -Text explanation)

  6. Students should know how to access the text features included with each photograph.  These include:  About the Photo, More about this Photo, and In Their Own Words.  Use the first picture with the whole class to demonstrate this process, reading the text aloud.

  7. As a class, come up with a title for this photograph.

  8. Then, pair students with a partner to investigate the other three pictures.   Hand out hard copies of the text and the additional journal sources or have students access it through the Internet.

  9. Have the students read the text and title each picture.

  10. While the students are reading the text, display a hard copy of each picture on either the white board or a bulletin board.

  11. Student pairs use sticky notes to post their titles under each picture.

  12. Share as a class all the different titles that student pairs came up with.  Choose the one that best demonstrates the main idea of the picture as agreed by the class.

Differentiation
 Extension: Work independently.  Write titles to other pictures from other sections of the Indians Theme section of the website.
Support: Read the journal entries and other text aloud.  Have them work with a small group or bilingual students.  They can write a title for only one picture.

Resources
    Website access: http://hewit.unco.edu/dohist/indians/themes.htm Colorado Indians – Food.
    Means to display photographs/information to entire class. Projector and computer connected to the above website.
    Hard copies of each of the four pictures.
    Teacher notebook - Primary Sources section:  Colorado Indians in Their Own Words:  Food  - journal sources. http://hewit.unco.edu/dohist/teachers/plans/indians/packet.doc Pages 2-3.
    Computers for each pair of students

Other Activities

  1. After viewing the photographs and reading the text, students write a caption for each photograph.

  2. Give students a title and have them draw a picture based on the title.

  3. Hand out the “Uses of the Buffalo” sheet found in the teacher’s edition of A Rendezvous with Colorado History. And discuss if they can think of any food they use today that they also use for other materials.

  4. Math - American Indians of Colorado Challenge Questions located in the teacher’s manual of A Rendezvous with Colorado History.

  5. Field Trip - Ute Indian Museum. The museum is located in Montrose, Colorado. You can take a virtual field trip to this museum by going to this link: http://hewit.unco.edu/dohist/vftrips/utemusem/start.htm

This lesson is adapted from the “Picture This” lesson by Alice Muffly and Rebecca White found on the Doing History/Keeping the Past Website.

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Lesson 10:  Exploration – Corn