District 11 Educational Support Services
Social Studies




Grade 4, Quarter 2:  Early Coloradoans Unit
Duration (@20 days)

Overview
 View the Video Introduction. This quarter you will learn about early Coloradoans including Native Americans, Trappers, Traders, and Explorers. You will research 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? As you explore Colorado History Chronology and  Doing History, Keeping the Past, you will learn the answers to these questions and will understand more about the state you live in and the people that inhabit it.

Rigor and Relevance Rating: Quadrant D Adaptation - provides opportunities for higher order thinking and provides opportunities to apply in and across disciplines, and to apply in real-world unpredictable situations.
Curriculum Integration: This is an Integrated Unit for Social Studies and Art.
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 11 12 13

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 Colorado 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?
  • What can I learn about the past from studying artifacts and documents?  How are artifacts and documents used to write the story of the past?
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 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.

Grade 4 Conceptual Vocabulary

Use the Visual Thesaurus and use the approved login and password to the right. User name:  - es35@d11.org and the Password: d112009

agriculture
archaeologist
artifact
climate
drought
elevation
 geography

 human characteristics
tributary
reservoir
route
irrigation
landform(s)
latitude/ longitude		 map elements: key,  border,    symbol etc.
physical/human characteristics
precipitation
region(s)
scarce/scarcity
resource(s)

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:  

Step 3-4: PowerPoint Partners Game Vocabulary Review

Steps 1, 2, 4: Quizlet

Step 6: Writing Assignment

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)  Website explaining Cornell Notes  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.

Lesson 2:  Archeologists and Artifacts (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 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: 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). 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.

  2. You must record the artifacts and explain what they tell us about the customs and cultures of the people who left them. You will record this information on the Reading Notes sheet by answering using the text to answer questions about each prehistoric people.

  3. 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.

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

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

  6. 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!

Differentiation
Extension: Art – Students could weave an Indian design.  Students could make pottery and paint it will Indian designs.
Support: Work with teacher at small group table.  Have table partially completed.  Use pictures for ELL students.  

Lesson 3:  Archeologists and the History Museum (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 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 Museum Display
Rubric

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. 

  4. Supplemental 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     

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

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 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
 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. 
 

Rubric

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”.

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.
    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.

  5. Supplemental 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

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 and Museum Display created in previous lesson.

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 Indicators: 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: 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.

  3. Supplemental Activity: Field Trip – Cliff Dwellings, Mesa Verde National Park

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.

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 Indicators: 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.

Rubric

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.

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

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)

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 Indicators: 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

Rubric

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?” Students share suggestions from their Venn Diagrams or Two Column notes. Divide into work groups (no more than three students per group) and give each group one of the five Colorado Indians Investigation Sheets. 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
    The groups will gather information at the resource stations to answer the questions on their Investigation Sheet.

  2. Go to the Doing History: Indians Website. 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.

  3. 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.

  4. 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
 Colorado Indians Investigation
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.

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. 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)

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

  3. Students should have viewed the entire Colorado Indians section of the web site.  If not use 5 minutes for this purpose. Discuss the inquiry questions (below) and the format of "My Inquiry Research" paper. 

  4. Hand out copies of the paper.  Students will pick one question to focus on. (Students can work independently or with a partner).
    How did the lifestyles and location of the Cheyenne and Arapaho people in Colorado influence the types of shelters they built?
    Why would the Utes originally have built seasonal wickiups?
    Who and /or what were influential in the Utes' later use of the tepee?

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

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

  7. Supplemental Activity: 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. 
    Take 3, 12” square pieces of white construction paper .
    Next, fold the top right corner of the square down to the lower left-hand corner, forming a triangle.
    Fold that triangle in half again.
    Open the square and then cut one of the fold lines to the center of the square.
    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.
    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.
    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.
    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.

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

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

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

  3. 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) 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.

  4. As a class, come up with a title for this photograph.Then, pair students with a partner to investigate the other three pictures.  

  5. Hand out hard copies of the text and the additional journal sources or have students access it through the Internet. Have the students read the text and title each picture. While the students are reading the text, display a hard copy of each picture on either the white board or a bulletin board.

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

  7. 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.

  8. Supplemental Activities:
    After viewing the photographs and reading the text, students write a caption for each photograph.
    Give students a title and have them draw a picture based on the title.
    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.
    Math - American Indians of Colorado Challenge Questions located in the teacher’s manual of A Rendezvous with Colorado History.
    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

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

Lesson 10:  Exploration – 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 H1 B:  Students use chronology to organize historical events and people.
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.
STANDARD History 5: Students understand political institutions and theories that developed and changed over time.
BENCHMARK H5 C:  Students know how political power has been acquired, maintained, used and/or lost throughout history.
District Indicators
 Organize events and people in history chronologically (time lines, lists, sequencing).
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.
 Describe how and why rules and laws (government) have been made and enforced.
 Enduring Understandings
Chronology organizes people and events and helps explain historical relationships.
Developments in technology have changed societies throughout history.
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.
Essential Questions
Who explored the area now called Colorado, and why?
How can information about Colorado explorers be organized chronologically?
Assessment: Visual Survey all students were able to complete the activity and their 2-column notes.  Discuss: Which points in your notes are the most important? Why?

Activities

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

  2. Review bold and italicized words.  How do they help us organize our reading?

  3. Students buddy read Chapter 5 or read Chapter 5 as a class – Exploration of Colorado.

  4. 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. 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. Match pictures of the explorers with their deeds.

Resources
 Rendezvous with Colorado History book (student)
Student copies of the 2-column notes pages in Teacher’s guide called Exploration  (2 pages starting with Coronado)

TEACHER NOTE:  To prepare for Lesson 14 you need to 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 11:  Location, Location, Location
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 H1 B:  Students use chronology to organize historical events and people.
STANDARD History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
District Indicators:  Identify and explain changes in technology 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. 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.
Essential Questions: Who explored the area now called Colorado, and why? How can information about Colorado explorers be organized chronologically?
Assessment: Visual Survey all students were able to complete the chart with little supervision.  Chapter 5 Assessment in Rendezvous with Colorado History Teacher’s Edition.

Activities
 1. Get into small groups of 2-4 students
 2. Pass out a copy of the Colorado Explorers Data Retrieval Chart. 
3. Go over the chart as a class and explain that this chart will be used to help organize the important information about the Explorers of Colorado
4. On the overhead have the class work together to complete the chart for one explorer, such as:

 

Name of Explorer

 

 

Country of Origin

 

Approximate Time Period

 

Motive for Exploration

 

Achievement

 

Impact or Importance

 

 

Diego De Vargas

 

 

 

Spain

 

 

1694

 

Chasing some Indian slaves who had run away.

 

First written record of Europeans coming into Colorado.

Kept a journal of his explorations that helped later explorers and historians.

 

5.  Complete the chart for as many explorers as possible.  Use alternative resources if necessary.

6.  When finished, complete an overhead chart with the class asking for information from each group.

7.  Have students identify which explorer they most identified with and which expedition they would have liked to join.

Writing: Challenge Activity Chapter 5 located in the Teacher’s Edition of A Rendezvous with Colorado History,  An Expedition to Mars.

Differentiation:
Extension: Work independently; be resident experts to others. Use multiple sources to fill out the chart.  Require additional information for them to research.
Support: Work in small groups with teacher assistance. Have them complete only parts of the chart. (Names, Dates, Motives) They could also create a timeline of the explorers.  ELL students can also work with a partner who is bilingual. Match pictures of the explorers with their deeds.

Resources:
Rendezvous with Colorado History book (student)
Copy of the handout Colorado Explorers Data Retrieval Chart for each student and an overhead
Pencil
Other resources (i.e. books about Colorado Explorers, Encyclopedias, Internet, etc)

!!!! TEACHER NOTE:  To prepare for Lesson 14 you need to 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 12: Who Am I?
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 H1 B: Students use chronology to organize historical events and people.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
District Indicator:  Identify and explain changes in technology 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. 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.
Essential Questions:  Who explored the area now called Colorado, and why? How can information about Colorado explorers be organized chronologically?
Assessment: Rubric for presentation and journal entries

4

Seven or more journal entries.  Voice is written as if the explorer.  Details are accurate and interesting.  Writing is legible and grammar and spelling is correct.  Presentation is interesting.  Creativity in appearance is evident.  Props used add to the presentation and make it more attention-grabbing.

3

Seven journal entries.  Voice is written as if the explorer.  Details are accurate but could be dull or repetitive.  Writing is generally legible and grammar and spelling is mostly correct.  Presentation is interesting.  There is some effort in appearance to look like the explorer.  Props used add to the presentation.

2

Less than seven journal entries.  Voice is written as if the explorer at times but other times it isn’t apparent.  Details are mostly accurate but are dull, repetitive or lacking.  Writing is at times illegible with errors in grammar, spelling and sentence structure.  Presentation is interesting.  Little effort made to look like the explorer.  No props used or props used detract from presentation.

1

Less than seven journal entries.  Journal entries are not written from the explorer’s point of view.  Details are inaccurate or missing.  Writing is mostly illegible with errors in grammar, spelling and sentence structure.  Presentation is unprepared.  No effort made to look like the explorer.  No props used or props used detract from presentation.

 

 

 

 


 

                         

 

 

Activities

1.  Pick an explorer of Colorado.

2. Create a week’s worth of journal entries as that explorer.  Write about what you see and do on your journey.  What dangers did you encounter?  How was your trip more challenging due to your transportation choices? 

3. Create a map that shows your journey into Colorado.

Day 2 of this lesson:

4. Present this to the class with you as the explorer.  Try to dress in that style to the best of your ability.  You may bring props and other materials that will help you will your presentation.

Writing: Create an advertisement to join your expedition (you as the explorer you chose). 

Differentiation:
Extension: Develop a skit about the adventures of their chosen explorer.
Support: Draw the map but only write one journal entry or dictate the entry to a bilingual student and have them write it or translate it.  Make their presentation in their native language about everything they know of their explorer.

Resources: Rendezvous with Colorado History book (student); Pencil; Paper;
Other resources (i.e. Do Colorado (Teacher’s Edition) pages 40-45, books about Colorado Explorers, Encyclopedias, Internet, etc)

!!!! TEACHER NOTE:  To prepare for Lesson 14 you need to 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 13: Fur Trappers and Traders – Summary Notes
Duration: 1 or 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 H1 B: Students use chronology to organize historical events and people.
STANDARD History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies 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.
BENCHMARK G5 A:  Students know how human actions modify the physical environment.
BENCHMARK E2 A:  Students understand that different economic systems employ different means to produce, distribute and exchange goods and services.
District Indicators:  Describe cultural similarities, differences and interactions among various groups in both past and present. Identify ways goods and services are distributed through trade, exchange and interdependence. Describe ways humans change the physical environment and how the physical environment affects human activity.
Enduring Understandings: Societies are diverse and change over time. Developments in technology have changed societies throughout history. Human activity changes and is affected by the physical environment. Exchange of goods and services leads to trade and interdependence.
Essential Questions:  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?
 Assessment:  Why is taking summary notes helpful?  What can they be used for?  How can you use this skill in other subject areas?
Use the Summary Notes to complete the 2-column notes or Cornell notes located in the Teacher’s guide called Fur Trappers and Traders  (2 pages starting with Castor – A liquid that comes from the beaver that is used as bait.

Activities

  1. Discuss the section headings located in blue in the chapter.  Discuss with a partner how these sections help us to organize our reading?

  2. Put together a “booklet” for the chapter.  Using construction paper and summary notepaper (it looks like small boxes on a paper 5 to an 8 1/2 by 11 sheet.  1 box is used per section of text.  This is to ensure that note taking is brief and only the most important information is written down.

  3. Write the section heading for each of the sections in the chapter just above each box. 

  4. Read as a class or have a model reader read aloud.  Stop at the end of each section.

  5. Discuss the most important points for each section, pick only 1-3 and write them as summary notes under the section heading on your paper.   Example:  Beaver Fever
         Felt hats were very popular in Europe.  These hats were made from beaver fur and because early explorers saw many beaver ponds in Colorado, many men came to try and get rich.

  6. Some sections are very small and therefore can be combined with other sections.  For example, the Forts on pages 86-88.

Differentiation
Extension:   
Support: Listen to chapter on tape: teacher-prepared notes using CLOZE format or complete the Cornell Notes included in the Teacher’s guide called Fur Trappers and Traders  (2 pages starting with Castor – A liquid that comes from the beaver that is used as bait).  Work with a partner who is bilingual or have them match pictures with the definitions and words. Match pictures of the famous early Coloradoans and Forts with their descriptions.
Resources: Rendezvous with Colorado History book (student); Paper (summary notes or lined paper); Construction paper; Pencil; Blue Pen to write section headings

 
© 2007 Colorado Springs School District 11

Disclaimer