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

• Developments in technology have changed societies throughout history.
• Maps, globes, and geographic tools are used to locate information about places. 
• People migrate and settle in different places for a variety of reasons.
• Human activity changes and is changed by the physical environment.
• Government involves people acquiring and using power and authority.
• Individuals and groups make, enforce, and apply rules and laws (government).
• Rules, laws, and governments develop and change over time.
• People and nations interact politically.
• Decisions must be made about the use of scarce resources.
• The 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 did developments in technology change the way people lived?
• How did the settlers organize themselves to maintain law and order?
• Why did non-Native American people migrate to and settle in Colorado?
• How did settlers and Native American populations interact culturally, politically, and economically?
• Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers?
• How did the settlers use scarce natural, human, and capital resources to produce goods and services?
• How were the methods used by settlers and miners different from the way Native Americans produced goods and services?
• How did developments in technology affect trade, exchange and interdependence?
• How did developments in technology affect the physical environment?
• How did Coloradoans organize themselves into a state within the United States?
• How is the government of Colorado organized?
• Which branch of government has the most power?  Explain.
• What geographic tools are used to locate information about places in Colorado?

Standards and Benchmarks 
Standard History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Benchmark A:  Students understand the impact of scientific and technological developments on individuals and societies.

Standard Geography 1:  Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places and environments.  Benchmark  A:  Students know the physical and human characteristics of places.

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark  D:  Students know the processes, patterns, and functions of human settlement.

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 A:  Students know how human actions modify the physical environment.

Standard Civics 1:  Students understand the purposes of government and the basic constitutional principles of the United States' republican form of government.

Benchmark A:  Students know and understand what government is and what purpose it serves.

Standard Civics 2:  Students know how to use structure and function of local, state, and national government, and how citizen involvement shapes public policy.

Benchmark A:  Students know the organization and functions of local, state, and national governments.

Standard Civics 3:  Students know the political relationship of The United States and its citizens to other nations and to world affairs.

Benchmark A:  Students know how and why governments…..interact politically.

Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

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

Teacher Notes: To prepare for Lesson 5 you need to check out the Mining Simulation Kit. 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. Arrange for computer access for lesson 7 and lesson 10

Lesson 1:  Spanish Americans

Duration: 2 days @ 30-45 minutes each day

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.  

District Indicator:  Explain why people migrate and settle in different places. 

Enduring Understanding: People migrate and settle in different places for a variety of reasons. 

Essential Questions:  Why did non-Native American people migrate to and settle in Colorado? How did settlers and Native American populations interact culturally, politically, and economically?

Assessment: Visually survey all students to determine that they were able to complete the activity and their 2-column notes—a thumbs up/thumbs down would work.

Activities

1. As a class, review the 2 column notes from the teacher’s guide that are partially filled out.

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

3. Read Chapter 7 as a class – Spanish Americans

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. Allow 10 minutes at the end of the lesson to have students share their answers with the class.  Discuss vocabulary that might be challenging.  Use the textbook for pictures if possible.

Resources: Rendezvous with Colorado History book (student)

Student copies of the 2-column notes pages in Teacher’s guide called Spanish-Americans  

Websites explaining Cornell Notes:

http://coe.jmu.edu/learningtoolbox/cornellnotes.html

http://www.clt.cornell.edu/campus/learn/LSC%20Resources/cornellsystem.pdf 

Differentiation
Support: Give students a word/definition list to choose from. Use a Cloze strategy. Have students work with a partner who is bilingual or have them match pictures with the definitions and words. If Spanish is the native language have them teach a lesson on Spanish relevant to this chapter. Allow students to draw pictures.

Extension: Work independently, be a resident expert to others. 

Curriculum Connections
Art:  Students make the miniature adobe bricks – view the Making Adobe Video (Cost to rent $10.00) Students create a small diorama of what San Luis may have looked like in the late 1850s.

Math: Spanish Americans Challenge Questions - located in the teacher’s manual of A Rendezvous with Colorado History.

Teacher Note:  To prepare for Lesson 5 you need to check out the Mining Simulation Kit. 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.
This lesson requires preparation time. Review prior to the day of instruction.

Lesson 2:  Spanish Fiesta – Part 1

Duration: 1 day @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.

District Indicator:  Explain why people migrate and settle in different places. 

Enduring Understanding:  People migrate and settle in different places for a variety of reasons. 

Essential Questions:  Why did non-Native American people migrate to and settle in Colorado?  How did settlers and Native American populations interact culturally, politically, and economically?

Assessment:  Visual survey to determine that students are engaged and that all group members are participating in preparing the project.

Activities

1. Research the Spanish words listed in the chapter.  Fill out the sheet Learning Spanish Words with the English translation.

2. In groups of two or three, research a Spanish American cultural topic that is focused on the 1850s time period, examples: music, crafts (loom, making soap, spinning), recipes (tortillas, corn mush), games, famous community leaders of the time, etc.

3. Prepare a short oral report on the item you researched --just be able to describe it to the class, share pictures if available and be able to answer questions.

Resources: Rendezvous with Colorado History book (student)

http://www.teach-nology.com/web_tools/materials/bingo/ or

http://print-bingo.com/bingo-cards-custom.php

Student copies in Teacher’s Guide of Rendezvous with Colorado History” Learning Spanish Words”, Encyclopedias, Internet access, and other reference sources

Differentiation

Support – Work with a small group. Have students dictate to other students.  Use only 1 resource.

Extension: Work independently; require additional detail for reports on items researched

Literacy Connection: Students answer the prompt:  If you were moving and could take only one item other than your clothing, what would you take? Why?  What would you do with the things you could not take?

Teacher Note:  To prepare for Lesson 5 you need to check out the Mining Simulation Kit.  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.
This lesson requires preparation time. Review prior to the day of instruction.

Lesson 3:  Spanish Fiesta – Part 2

Duration: 1 day @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.  

District Indicator: Explain why people migrate and settle in different places. 

Enduring Understanding:  People migrate and settle in different places for a variety of reasons. 

Essential Questions:  Why did non-Native American people migrate to and settle in Colorado? How did settlers and Native American populations interact culturally, politically, and economically?

Assessment: How were the items from the reports similar to or different from items used today?

Activities

1. Present report from research on items with your group or to the class.  Presentations should be no more than 5-7 minutes.  They can involve props, outside guests, etc.

2. Play Spanish Word Bingo. 

Rubric for Presentations
 

Resources: Rendezvous with Colorado History book (student) http://www.teach-nology.com/web_tools/materials/bingo/ or http://print-bingo.com/bingo-cards-custom.php, Student copies in Teacher’s Guide of Rendezvous with Colorado History” Learning Spanish Words”, Encyclopedias, Internet access, and other reference sources

Differentiation

Support: SpEd/ELL –Have ELL work with a partner who is bilingual.  Students can dictate to other students.  Use only 1 resource for research.

Extension: Describe similarities and differences between other items researched and your own

Teacher Note:  To prepare for Lesson 5 you need to check out the Mining Simulation Kit.  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. This lesson requires preparation time. Review prior to the day of instruction.

Lesson 4: Push and Pull

Duration: 1 day @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.  

District Indicator: Explain why people migrate and settle in different places. 

Enduring Understanding:  People migrate and settle in different places for a variety of reasons.

Essential Questions:  Why did non-Native American people migrate to and settle in Colorado?How did settlers and Native American populations interact culturally, politically, and economically?

Assessment: Compare and contrast push/pull factors of today (from start of class) to those of the past (when non-natives began moving here). Chapter 7 Assessment Rendezvous with Colorado History

Activities

1. (Think -Pair- Share) Why do people move? Ask if any students moved to this place from some other place. Discuss where they moved from, and list reasons for moving on the whiteboard or chalkboard. Ask if any of them would like to move to some other place to live. Discuss where they would like to move to and list reasons for wanting to move to that place. 

2. Explain the terms "push" and "pull" as they relate to migration, i.e. the movement of people from place to place. "Push" factors include the reasons for leaving a place, such as war, famine, disease, a perceived lack of justice, etc. "Pull" factors included reasons for settling in a place, including the promise of better jobs, food, housing, education, and encouragement from family or friends.
   Go back and label students reasons for moving to Colorado as “push” or “pull.”  Be sensitive to push factors for students from other countries.

3. Using text reading, create a chart to identify the "push (why people leave) - pull (why people are drawn to a place)" factors of historical migration to Colorado. (KEEP THIS HANDY – THIS WILL BE USED IN LESSON 9

4. Discuss why different groups came to Colorado and why some wanted or needed to leave their homes to come to Colorado, including miners, trappers, ranchers, etc. (gold, more land, fur trade, religious intolerance, civil war, etc)

5. Create a class chart to show these factors, students should also copy the chart in their own notebooks.

6. Discuss what it would take to leave your home and go to a distant and strange location on another continent.  See if any of the same push or pull factors would/could apply.

Resources:  Rendezvous with Colorado History book (student), paper and pencil, chalkboard or white board 

Look at a map of Colorado.  Try to categorize the names of places into French names, Spanish Names, Indian Names, and other. Discuss why such names are given to places.

Read Aloud - Soaring Eagle by Mary Peace Finley : Blond, green-eyed Julio knows he's not Mexican like the rest of his family. In 1845, he accompanies Pap to Bent's Fort, Colorado, after hearing that someone there may answer the tormenting questions about his origins. After Pap is killed by Apaches, Julio--injured, snow-blind, starving--is rescued by Cheyennes. Their generosity and kindness overcome his initial wariness, and he resolves the conflict between his Catholic heritage and participation in their ceremonies to become Cheyenne, follow their customs, earn the name ``Soaring Eagle,'' and eventually learn from his friend Dancing Feather the sorrowful lesson that ``Nothing lives long, only the earth and the mountains,'' while a vision quest helps him recall his early life. Though deeply affected by his new ideas, Julio is bereft when Dancing Feather dies in battle. Alone, isolated in anger and grief and unable to accept ``the Cheyenne way,'' he seeks answers and his future at Bent's Fort. Finley's deliberate pace may challenge readers, but her old-fashioned descriptions of the sweat-lodge ceremony, eagle trapping, and other particulars of Cheyenne life are well-crafted and richly detailed.  Discuss push/pull factors for Julio.

Teacher Note:  To prepare for Lesson 5 you need to check out the Mining Simulation Kit.  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.
This lesson requires preparation time. Review prior to the day of instruction.

Lesson 5: There’s Gold in Those Hills!

Duration: 1-2 days @ about 30-45 minutes

Standard History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Benchmark A: Students understand the impact of scientific and technological developments on individuals and societies.
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 A: Students know how human actions modify the physical environment.
Standard Economics 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
Benchmark A: Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.
Standard Civics 2: Students know how to use structure and function of local, state, and national government, and how citizen involvement shapes public policy.
Benchmark A: Students know the organization and functions of local, state, and national governments.
District Indicators
Describe ways humans change the physical environment and how the physical environment affects human activity.
Identify scarce natural, human, and capital resources and evaluate decisions about how they are used.
Explain how governments are organized at the local, state, and national levels and the responsibilities of each.
Enduring Understandings: Decisions must be made about the use of scarce resources. Human activity changes and is changed by the physical environment. Government involves people acquiring and using power and authority. Individuals and groups make, enforce, and apply rules and laws (government).
Essential Questions: How did developments in technology change the way people lived? How did the settlers organize themselves to maintain law and order? Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers? How did the settlers use scarce natural, human, and capital resources to produce goods and services? How did developments in technology affect the physical environment?
Assessment:  Select 3-5 of the most important vocabulary words. Have students write a 3-5 sentence summary from their notes and include the vocabulary selected.

Activities

1. Read or listen to the audio book, There’s Gold in Those Hills!
2. Discuss the section headings located in blue in the chapter. Discuss with a partner how these sections help us to organize our reading?
3. 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.)
4. Write the section heading for each of the sections in the chapter just above each box.
5. Read as a class or have a model reader read aloud. Stop at the end of each section.
6. 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. Ex: Mining and Supply Towns
   Supply towns provided supplies to many of the mining towns or camps. Some settlements became ghost towns while others became important communities.
7. Discuss the key vocabulary words in this chapter. Act them out or draw pictures.
   Prospectors, supply towns, mining towns, gold dust, nuggets, sluice boxes, mercury, flume, cradle rockers, hopper, place mining, underground – hard rock – lode mining, hydraulic mining, vein, ore, arastra, stamp mills, ball mills.

Resources: Rendezvous with Colorado History book (student), paper (summary notes or lined paper)
Construction paper, Pencil, Blue Pen to write section headings

Differentiation
Support: Listen to chapter on tape: teacher-prepared notes using CLOZE format or complete the Cornell Notes included in the Teacher’s guide; have students match pictures with definitions and words.
Extension: Field Trip – Western Mining Museum, http://www.wmmi.org/ (call early though, they fill up quickly).  The Western Mining Museum offers the website: http://www.wmmi.org/education/index.htm)

The Prospectors Trunk--$5 each day, 5 day minimum.
The contents of the trunk explore the social history of the early frontier as well as geology of the American West. The items in the trunk include:
“Mining In The West” Video
Rocker box model (wooden rocker, screen & apron)
Gold panning “trough”
Map of major metal producing areas
Rock & mineral samples: galena, granite, iron pyrite & quartz

What's Mined is Yours! --$5 each day, 5 day minimum
Explore the prevalence of minerals in our everyday lives! Remember, if it's not grown then it has to be mined! This kit provides background information, lessons, and materials for several activities that explore mineral consumption. The kit also includes 3-dimensional examples and mineral specimens showing products we consume on a regular basis!
Geography: Look at a map of Colorado and see to find any supply towns that are still communities today.

Lesson 6: Panning for Gold

Duration:  2 days @ 45 minutes

Standard History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Benchmark A:  Students understand the impact of scientific and technological developments on individuals and societies.

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 A:  Students know how human actions modify the physical environment.

Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

District Indicators: Describe ways humans change the physical environment and how the physical environment affects human activity.  Identify scarce natural, human, and capital resources and evaluate decisions about how they are used. Explain how governments are organized at the local, state, and national levels and the responsibilities of each.

Enduring Understandings: Decisions must be made about the use of scarce resources. Human activity changes and is changed by the physical environment. Government involves people acquiring and using power and authority. Individuals and groups make, enforce, and apply rules and laws (government).

Essential Questions: How did developments in technology affect the physical environment? How were the methods used by settlers and miners different from the way Native Americans produced goods and services?
Assessments: Writing Prompt: What were the greatest challenges experienced by those who became miners in Colorado? How did the miners meet these challenges?
Chapter 8 Assessment from Rendezvous with Colorado History

Activities

1. Experience the booms and busts of mining in Colorado, from the Spanish explorers to the present.

2. The Colorado Miners Kit contains artifacts, photos, a board game, a cassette tape of stories and music, 30 information cards, and 30 activities.

3. Follow instructions and activities inside the kit. 

Resources: Mining Simulation 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.

Differentiation

Extension:  Use multiple resources to find information.  Try to find other websites that might be beneficial to their group.

Field Trip – Mollie Kathleen Gold Mine Tour:  http://www.goldminetours.com/Home.html
From the website: An early discovery of nearly 500 gold producing shaft mines of the historic Cripple Creek Gold Mining District, the Mollie Kathleen Gold Mine is this Country’s most unique and fascinating mine tour adventures.  Upon arrival, you will be introduced to an experienced miner/guide.  As you explore the mine, each tour guide shares a personalized insight into unique Cripple Creek gold mining methods, as well as, the fascinating history of “The World’s Greatest Gold Camp.”

Math & Social Studies – Mining Activity in the teacher’s edition of Rendezvous with Colorado History.

Lesson 7:  A Miner’s Life for Me… Doing History Investigations

Duration: 2 days @ about 30-45 minutes
Note to Teacher: Computer access for students is required

Standard History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Benchmark A:  Students understand the impact of scientific and technological developments on individuals and societies.

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.

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 A:  Students know how human actions modify the physical environment.

Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

District Indicators: Identify and explain changes in technology (scientific achievements and inventions) and how they changed history. Describe ways humans change the physical environment and how the physical environment affects human activity. Identify ways goods and services are distributed through trade, exchange and interdependence.

Enduring Understandings: Decisions must be made about the use of scarce resources. Human activity changes and is changed by the physical environment. Individuals and groups make, enforce, and apply rules and laws (government).

Essential Questions: How did developments in technology change the way people lived? Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers? How did the settlers use scarce natural, human, and capital resources to produce goods and services? How did developments in technology affect the physical environment?

Assessment: Based on the information gathered, students should respond to one or more of the essential questions in writing.
 

Activities

1. Before going to the computer lab, discuss this question: “What was it like to live as the miners did? What was the best part?  The challenges?”  Students share suggestions from notes and activities in previous classes.

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

3. Explain to students that each group will become expert on one of the following:
   Food, Clothing, and Shelter
   Families, Children, and Schools
   Mining Work and Tools
   Mining Towns
   Community Life
   Transportation

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

5. Go to the website http://hewit.unco.edu/dohist/mining/themes.htm 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 questions. Briefly discuss what a primary source and secondary source is.  You might have to show how to access these areas by projecting and demonstrating to the entire class.

6. 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.

Rubric for Presentation
 

Resources:  Colorado Mining Website, Computer Access - computers for every 2-3 students, Handout – Doing History - Colorado Mining Student Investigations.doc, Pencil

Differentiation

Support: Have investigation sheets partially filled out as with a “cloze” passage.

Extension: Use multiple resources to find information.  Find another website that might be beneficial to the group.

Lesson 8:  A Woman’s Work is Never Done… From a Lesson Created in Doing History Investigations

Duration: 1-2 classes

Standard History 2: Students know how to use the processes and resources of historical inquiry.

Benchmark D:  Students know how to interpret and evaluate primary and secondary sources of information.

Standard History 3:  Students understand that societies are diverse and change over time.

Benchmark B:   Students understand the history of social organization in various societies.

District Indicator:  Identify beliefs of individuals and groups and their effects on societies.

Enduring Understandings:  People migrate and settle in different places for a variety of reasons.  Decisions must be made about the use of scarce resources.  Human activity changes and is changed by the physical environment. People and nations interact politically.

Essential Questions:  Why did non-Native American people migrate to and settle in Colorado? How did developments in technology change the way people lived? Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers? How did the settlers use scarce natural, human, and capital resources to produce goods and services?  How were the methods used by settlers and miners different from the way Native Americans produced goods and services?  How did developments in technology affect the physical environment?

Investigating Questions

• What was life like for women living in early Colorado mining camps?

• What kinds of work did women do?

• In what ways did women help their families economically?

Assessment:  Students write a paragraph describing the lives of women in early Colorado mining towns. What 2 words would you use to describe the life of women/why did you choose them?

Activities

1. Divide students into 5-6 groups and give each group multiple copies of one of the above documents. Ask students in each group to read their documents and discuss the important points.

2. Have each group agree on the significant points of their document and record those points on a piece of paper. (all students should record these points)

3. Jigsaw members of the original groups into new groups.

4. Ask students to share their knowledge with others in the group.

5. Based on the information shared in the group, they should draw conclusions about the life of women and their families in early Colorado mining towns. What was the easiest part about their lives?  The most difficult? How did the work affect them? Share information and conclusions in a class discussion. 

6. Make a class chart describing the life of women in mining towns.

Resources:  Copies of the following primary source documents for use in students cooperative groups.
Handout - Doing History – A Woman’s Work is Never Done.doc Includes pictures and in their own words accounts for the following topics (all were taken from the Doing History website.
Weary Days of Labor and Pain
Taking in Boarders

Keeping a Boarding House

Dress Making
Hotel Work
There Were Few Families
 

Differentiation

Support: ELL – Pair with students who are bilingual.  Focus on the pictures and point out words they might know. SpEd – give 1 or 2 significant points of their picture and have them work to find the rest.  Appoint a scribe

Extension: Use multiple resources to find information.  Find other websites that might be beneficial to their group.

Lesson 9:  Mapping Colorado’s Mines

Duration: 1 day @ about 30-45 minutes

Standard Geography 1:  Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places and environments.  Benchmark  A:  Students know the physical and human characteristics of places.

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.  

District Indicator:  Use tools (maps, globes, photographs, graphs, charts, and databases) to locate information about places. 

Enduring Understanding:  Maps, globes, and geographic tools are used to locate information about places. 

Essential Questions: Why did non-Native American people migrate to and settle in Colorado?

Assessment: Assess for completeness and correctness of the map.

Activities

1. Students should work in pairs. Follow the directions on page 143 of Do Colorado!
   Cut out the mining symbols on page 144.
   Label the cardinal and intermediate direction on the compass rose on the Colorado Map.
   Use the written descriptions  (clues) to correctly locate the mines on the Colorado Map.
   Glue the mining symbols right over the dots on the map.
   Write the name of the mine under the symbol.
   Color the map when finished.
   Go over the clues as a class and discuss what helped them decide where the mine was located. 

2. Review http://www.coloradomining.org/mc_coloradomines.php for a current map of Colorado Mines.

3. What geographic tools are used to locate information about places in Colorado?

Resources:  Do Colorado! By Amy Headley and Victoria Smith, Teacher’s Resource Pages 142-145 for each student or group of two students. (NOT back to back copies)
Overhead of page 145 or use document camera (Colorado Map)
Answer key for teacher page 169
Pencil, Colored Pencils, Scissors

Differentiation

Support: SpED/ELL – Work with another student who is bilingual or can help read the clues.  Have map partially completed so they only decipher 2-4 descriptions.  Read aloud the clues.  Work in a small group with the teachers.

Extension: Work Independently, Compare and contrast systems of governing developed by the settlers:  Mining districts, towns/cities, Jefferson and Colorado Territories.

Extension Activities
Research:  Have students get into small groups and research one of the mines using the internet, or encyclopedias, or another source and present to the class.

Geography: Review the website: http://mining.state.co.us/pdfFiles/Tourist_Mine_Brochure.pdf.  This will give you a listing of all the mines available for tours in Colorado.  There is a map on the back of the brochure that would be useful to review with students.  Discuss the mines close to them.  Some may have already been to one.

Art: Have students pick a mine that is still available for tours in Colorado and make a poster or tourist brochure telling visitors why they should visit that mine.

Virtual Field Trip:   Take a virtual fieldtrip to the Lebanon Silver Mine – students can explore the pictures.

Lesson 10:  Farmers and Ranchers – Doing History Investigations
Duration: 2 days @ about 30-45 minutes

Standard History 4:  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Benchmark A:  Students understand the impact of scientific and technological developments on individuals and societies.

Standard Geography 1:  Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places and environments.  Benchmark  A:  Students know the physical and human characteristics of places.

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

Benchmark D:  Students know the processes, patterns, and functions of human settlement.

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 A:  Students know how human actions modify the physical environment.

Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.  

District Indicator: Describe ways humans change the physical environment and how the physical environment affects human activity.
Explain how governments are organized at the local, state, and national levels and the responsibilities of each.

Enduring Understandings: People migrate and settle in different places for a variety of reasons.

Decisions must be made about the use of scarce resources.

Human activity changes and is changed by the physical environment.

Government involves people acquiring and using power and authority.

Individuals and groups make, enforce, and apply rules and laws (government).

Rules, laws, and governments develop and change over time.

People and nations interact politically.

Essential Questions: Why did non-Native American people migrate to and settle in Colorado?

How did developments in technology change the way people lived?

How did settlers and Native American populations interact culturally, politically, and economically?

Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers?

How did the settlers use scarce natural, human, and capital resources to produce goods and services?

How were the methods used by settlers and miners different from the way Native Americans produced goods and services?

How did developments in technology affect the physical environment?

Assessment:  Compare and contrast the lives of miners with the lives of Native Americans or miners in Colorado. How were they similar?  Different?

Activities

1. This will be similar to the lessons done in the past with regards to Colorado Indians and Colorado Miners.
   Before leaving for the computer lab write and discuss this question: “What was it like to live and work on farms and ranches in Colorado?”

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 Farmers and Ranchers Student Investigation Sheets.
   Explain to students that each group will become expert on one of the following themes:
   Food, Clothing, and Shelter
   Families, Children, and Schools
   Farm Work and Tools
   Ranch Work and Tools
   Market and Supply Towns
   Community Life
   Transportation

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

5. Go to the website http://hewit.unco.edu/dohist/farmrnch/themes.htm Colorado. 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.

6. 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.

Resources

Website access: http://hewit.unco.edu/dohist/farmrnch/themes.htm Colorado Farmers and Ranchers

Computer Access - computers for every 2-3 students

Handout – Colorado Farmers and Ranchers Student Investigations.doc

Pencil

Differentiation

Support: SpED/ELL – Have investigation sheets partially filled out as with a “cloze” passage.

Extension: Use multiple resources to find information.  Find other websites that might be beneficial to their group. Read or listen to the audio books, Towns of the Old West and Towns of the Old West, From Boom to Bust.

Rubric for Presentation
 

Lesson 11: Colorado Resources (from Colorado Alive! A Collection of lessons for Fourth Grade) Unit 4   Adapted from an activity by Dr. Margaret McGuire, Seattle Pacific University
Duration: 2 days @ about 30-45 minutes

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 A:  Students know how human actions modify the physical environment.

Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

Standard Economics 3:  Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.

Benchmark A:  Students understand that the exchange of goods and services creates economic interdependence and change. 

District Indicator: Identify scarce natural, human, and capital resources and evaluate decisions about how they are used.

Enduring Understandings: Human activity changes and is changed by the physical environment. Decisions must be made about the use of scarce resources. The exchange of goods and services leads to trade and interdependence.
Essential Questions: Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers?

How did the settlers use scarce natural, human, and capital resources to produce goods and services?

How were the methods used by settlers and miners different from the way Native Americans produced goods and services?

How did developments in technology affect trade, exchange and interdependence?

How did developments in technology affect the physical environment?

Assessment: Writing prompt: In this lesson, we worked in groups to make products representing parts of the economy in different regions of Colorado.  What have you learned about ways to make products and provide services?  Using examples from the activity, write a paragraph explaining how resources, scarcity and interdependence are involved in providing products and services. (In other words, write about what you’ve learned from this activity)

Activities

1. Give examples of resources such as land, water, machinery, people – how are they used? Why are these examples of resources?

2. Define resources – things needed to provide a service or product. Discuss examples of resources in each area of the economy – give examples.
   Mining (gold – jewelry)
   Agriculture (tractors – plow fields)
   Industry (cattle or sheep - milk, meat, clothes)
   Technology (internet – communication)
   Tourism (hotels – housing people)

3. You are going to perform an activity to meet the needs and wants of the people of Colorado. Get into four groups and separate to four corners of the rooms.  Create a name for your region of Colorado.
   Distribute the envelopes (1 per group) – groups are not allowed to open them until they have been given permission.

4. Pass out and read the task sheet as a class. (give one to each group)
   Groups may ONLY use the materials found in the envelopes
   Discuss with the class that resources vary from region to region and they may trade or bargain between regions to get the needed resources to complete their tasks.  All regions must complete the same tasks. 
   The teacher will keep a record on the board of the order in which the groups/regions complete their tasks.
   When a region has completed all tasks listed they should notify the teacher

5. (While the groups are trying to complete their tasks – the teacher should note activities or situations that result from the unequal distribution of resources.  This should be discussed at the closing of the lesson.

6. Once a region/group has completed its tasks, the teacher will check their work and then announce to the class that the region has completed all its tasks.  (It is important not to stress competition but the groups will be competing to finish early).
   When a region has completed all tasks listed they should notify the teacher.
   When all groups/regions have completed their tasks discuss the order in which each completed each task. (If you are running out of time use day 2 for discussion and completing the student resource 2)

7. Distribute Student Resource 2 to each group.  Ask students to discuss the questions together.  They should respond to the questions as a group and write their answers on chart paper. 
   Have each region / group share their responses with the class.
   Other questions for discussion (after each group has shared their responses)
   What resources did the different regions have? (what was in their envelopes?)
   Which region was rich in materials?  Which region had scarcity issues?
   What does “scarce” mean? (limited or not enough)  Which resources were the scarcest?
   What were some examples of creative or unusual ways the regions completed their tasks?  Why were there so many different ways?  Which way worked best?
   How did the regions get the materials to complete their tasks? (trading, loaning, giving, etc)
   Define trade and interdependence. (interdependence – working together, exchanging goods, trading to get a task accomplished)
   How is this simulation similar to what happens in the real world?  How is it different? 

Resources: From Colorado Alive Student Resource 1: Task sheet  - one for each group (page 37) and Student Resource 2: Discussion questions – one copy for each group (page 38)

Four large envelopes, three pairs of scissors, twenty paper clips, one ruler, one bottle of glue, two markers, two pencils, colored paper 8 ½ by 11 – seven sheets of white, three sheets of gold, three sheets of green, blue and brown each.

In advance of the lesson assemble the materials as follows:
Envelope #1 – Two scissors, one ruler, twenty paper clips, two pencils, two 4” squares of white paper and two 4”squares of brown paper
Envelope #2 – One scissors, one bottle of glue, and sheets of paper – two of each of the following colors: blue, white and gold
Envelope #3 – Two markers and sheets of paper – two of each of the following colors: green, white, and gold
Envelope #4 – Sheets of paper – one of each of the following colors: green, gold, blue, white, and brown.

Differentiation

Support: SpEd/ELL–ELL Read aloud all directions and task sheets.  Have students dictate their answers to another student.  Have ELL students work with a student who is bilingual. (have students dictate their thoughts to a teacher for the final assessment).

Extension: Research some of today’s scarce resources.  What is being done to find alternatives?

Extension

Reading: The Doorbell Rang by Pat Hutchins
Summary: Victoria and Sam are forced to share or distribute a limited number of cookies. Each time the doorbell rings, more friends arrive and the children face a cookie scarcity problem.

1. Explain why Sam and Victoria do not have an economic problem in the beginning of the story? (They had enough cookies to share to satisfy their economic wants.)

2. Identify the economic problem that grew each time the doorbell rang. (There were fewer and fewer cookies for each child. A scarcity situation began to develop.)

3. Describe how their problem was solved when grandma arrived. (She brought more cookies and solved the scarcity problem.)

Reading: One Grain of Rice by Demi
Summary: A raja in India decrees that the rice farmers in his province must give him nearly all their rice to store for himself. After a bad growing season, the raja continues to demand the rice, and the people are faced with a severe scarcity problem - famine. Luckily, a young maiden develops a plan to get the rice back from the raja. Explain why the rice farmers gave almost all their rice to the raja. (The raja demanded it. In return, he promised to store the grain.)

1. Identify the severe scarcity problem facing the people. (They did not have enough rice to eat because of the famine.)

2. Why did the famine occur? (The rice grew badly, but the raja still demanded his share.)

3. Although the raja's royal storehouses were full of rice, why did the people still experience a scarcity of rice during the famine? (The king decided to keep it all for himself.)

4. Explain how the village girl solved the severe scarcity of rice problem caused by the famine. (She devised a clever plan to trick the raja to give her rice for the people.)

Lesson 12:  Scarcity

Duration: 1 day @ about 30-45 minutes
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 A:  Students know how human actions modify the physical environment.
Standard Economics 1:  Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
Benchmark A:  Students know that the economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.  
District Indicator: Identify scarce natural, human, and capital resources and evaluate decisions about how they are used.
Enduring Understandings: Human activity changes and is changed by the physical environment. Decisions must be made about the use of scarce resources. The exchange of goods and services leads to trade and interdependence.

Essential Questions: Which was greater - the impact of the settlers on their environment or the impact of the environment on the settlers? How did the settlers use scarce natural, human, and capital resources to produce goods and services? How were the methods used by settlers and miners different from the way Native Americans produced goods and services? How did developments in technology affect trade, exchange and interdependence? How did developments in technology affect the physical environment?
Assessments: Have students match economic concept with definition then give an historical example of each.
Ask question for “Ticket out the Door” or discuss as closure with the class. What resources are scarce today? 
What should we do to combat the issues of scarcity with those resources?

Activities

1. Review the economic terms of scarcity, natural resources, human resources, capital resources, goods and services

2. Junior achievement has a wonderful program called Our Region which addresses this topic.  See Enrichment.

3. Describe the goods and services produced by early Coloradoans and how they produced them.

4. Case Study- Mining – (for additional information) http://www.coloradomining.org/mc_miningfacts.php
       o       What resources were scarce? 
       o       How did mining use resources?
       o        What goods and services were produced and used?

5. As a class, compare / contrast Native American economic practices with the settler’s economic practices.

Resources:  Rendezvous with Colorado History book (student), http://www.coloradomining.org/mc_miningfacts.php
http://southerncolorado.ja.org/  

Differentiation
Support: SpEd– Give them a word/definition list using pictures as much as possible.
ELL- Have them work with a partner who is bilingual or have them match pictures with the definitions and words. 
Extension: Decide which scarce natural resource was the most beneficial to early Coloradoans and explain why.  Repeat for the least beneficial resource. 
Extension Activities
Economics: Junior Achievement http://southerncolorado.ja.org/ Program: Our Region - Our Region introduces the relationship between the natural, human, and capital resources found in different regions and explores regional businesses that produce goods and services for consumers. There are five required, volunteer-led activities which be completed in one day or on different days in five different weeks.

Lesson 13:  War!
Duration: 1 day @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark  D:  Students know the processes, patterns, and functions of human settlement.
Standard Civics 3:  Students know the political relationship of The United States and its citizens to other nations and to world affairs.
Benchmark A:  Students know how and why governments…..interact politically.
District Indicator
Students know the political relationship of the United States and its citizens to other nations and to world affairs.
People migrate and settle in different places for a variety of reasons.
Government involves people acquiring and using power and authority.
Individuals and groups make, enforce, and apply rules and laws (government).
Rules, laws, and governments develop and change over time.
People and nations interact politically.
The exchange of goods and services leads to trade and interdependence.
Essential Questions: How did the settlers organize themselves to maintain law and order? Why did non-Native American people migrate to and settle in Colorado? How did settlers and Native American populations interact culturally, politically, and economically? How were the methods used by settlers and miners different from the way Native Americans produced goods and services?
Assessment: Visual Survey all students were able to complete the activity and their 2-column notes.

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. Read Chapter 9 as a class – War

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.

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

Differentiation
Support: SpEd– 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.  If Spanish is their native language have them teach a lesson on Spanish relevant to this chapter.  They could draw pictures
Extension: Work independently, be a resident expert to others. 
Writing:  Prompt:  Write about a time someone promised you something and then broke that promise.  How did it make you feel? 
Prompt:  What is your opinion of how the Indians were treated by the settlers?  Do you think they were treated fairly?  Why or why not?  Use information from the chapter to support your answer.

Lesson 14:  Cause and Effect – Chain of Events
Duration: 1 - 2 days @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark  D:  Students know the processes, patterns, and functions of human settlement.
Standard Civics 3:  Students know the political relationship of The United States and its citizens to other nations and to world affairs.
Benchmark A:  Students know how and why governments interact politically.
District Indicators
Students know the political relationship of the United States and its citizens to other nations and to world affairs.
People migrate and settle in different places for a variety of reasons.
Government involves people acquiring and using power and authority.
Individuals and groups make, enforce, and apply rules and laws (government).
Rules, laws, and governments develop and change over time.
People and nations interact politically.
The exchange of goods and services leads to trade and interdependence.
Essential Questions: How did the settlers organize themselves to maintain law and order? Why did non-Native American people migrate to and settle in Colorado? How did settlers and Native American populations interact culturally, politically, and economically? How were the methods used by settlers and miners different from the way Native Americans produced goods and services?
Assessment: Use the episode graphic organizers to write a paragraph discussing the causes and effects of one of the Indian Wars or Massacres. Compare and Contrast the two massacres.  How were they alike and how were they different? 

Activities

1. Review the concept of cause and effect as a class.

2. Revisit the Cause and Effect Thinking Map or a T-chart created in lesson 3 that identified the "push - pull" factors of migration to Colorado.  Review reasons settlers came to Colorado.

3. Create a cause/effect chart to investigate and explain the causes and effects of non-Native American settlement on Native Americans. 
   What happened as a result of the non-Native Americans coming to Colorado?
   What were the main causes of the Indian Wars and Massacres?

4. In small groups of 4, create episode organizers of Sand Creek Massacre and Meeker Massacre.
   On chart paper put the headings: Who was Involved, What Happened, Why did it happen, What was the result?
   Complete this chart as a group but have student copy into their notebooks.

5. Share with the class.

Resources:  Rendezvous with Colorado History book (student), The Cause and Effect Thinking Map or a T-chart created in lesson 3 that identified the "push - pull" factors of migration to Colorado.
Do Colorado! By Amy Headley and Victoria Smith, Teacher’s Edition Pages, 62-64 copies for each student.
Paper, pencil, and overhead projector and blank overheads or white board

Differentiation
Support: SpEd: ELL-Work with a partner who is bilingual or in small groups with students who can help by reciprocal teaching 
Extension: Research the Sand Creek Massacre and/or the Meeker Massacre; present to the class their findings. Determine the most important cause and significant effect of the massacres. 
Research:  Use the internet to find out about another Indian Wars/Battles that occurred (it doesn’t have to be in Colorado) and compare and contrast it to the Indian Wars we have already discussed.

Lesson 15:  Colorado Territorial Days
Duration: 1-2 days @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark  D:  Students know the processes, patterns, and functions of human settlement.
Standard Civics 1:  Students understand the purposes of government and the basic constitutional principles of the United States' republican form of government.
Benchmark A:  Students know and understand what government is and what purpose it serves.
Standard Civics 2:  Students know how to use structure and function of local, state, and national government, and how citizen involvement shapes public policy.
Benchmark A:  Students know the organization and functions of local, state, and national governments.
Standard Civics 3:  Students know the political relationship of The United States and its citizens to other nations and to world affairs.
Benchmark A:  Students know how and why governments…..interact politically.
District Indicator: Explain how governments are organized at the local, state, and national levels and the responsibilities of each.  Explain how people get and use power and authority.
Enduring Understandings
Developments in technology have changed societies throughout history.
Government involves people acquiring and using power and authority.
Individuals and groups make, enforce, and apply rules and laws (government).
Rules, laws, and governments develop and change over time.
People and nations interact politically.
The exchange of goods and services leads to trade and interdependence.
Essential Questions
How did developments in technology change the way people lived?
How did the settlers organize themselves to maintain law and order?
How did settlers and Native American populations interact culturally, politically, and economically?
How did developments in technology affect trade, exchange and interdependence?
How did developments in technology affect the physical environment?
How did Coloradoans organize themselves into a state within the United States?
How is the government of Colorado organized?
Which branch of government has the most power?  Explain.
Assessment: Which of the 2-4 factors had the greatest impact on Colorado’s push for statehood?

Activities

1. Briefly review pages 50 and 51. Read aloud as a class.

2. Discuss the ways in which a country can take over a territory. 

3. Read about the Mexican War, treaty of Guadalupe – Hidalgo and the Gadsden Purchase.
   Ask students to pair and share how did these events lead towards Colorado becoming a state?
   Review pages 52-55
       o        Have students get into groups of four.
       o        Each group should focus on one page (52-55)
       o        Have groups read the page together (they can read silently or take turns)
       o        Have students pick out 2-4 factors in their reading that may have helped to push Colorado towards becoming a state or factors that hurt or delayed Colorado’s chances at state.

4. Get back together and discuss as a class. Have each group present their reasons. Chart the reasons each group presented as a class.   

Resources: Do Colorado! By Amy Headley and Victoria Smith, Teacher’s Edition page 50-55 (copies for each student) Pencil

Differentiation
Support: SpEd/ELL– Have them work with a partner, ELL work with a bilingual partner.  They can have the text read aloud to them.
Extension: Create a PowerPoint using information in this section to demonstrate the key activities taking place in the country in the years prior to Colorado’s statehood.
Research:  What must a territory do to become a state?  Research on-line the requirements and present to the class what Colorado had to do in order to achieve statehood.  Does the United States have any current territories that are not yet states?

Lesson 16:  Territory to Statehood
Duration: 1-2 days @ about 30-45 minutes

Standard Geography 4:  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.
Benchmark  D:  Students know the processes, patterns, and functions of human settlement.
Standard Civics 1:  Students understand the purposes of government and the basic constitutional principles of the United States' republican form of government.
Benchmark A:  Students know and understand what government is and what purpose it serves.
Standard Civics 2:  Students know how to use structure and function of local, state, and national government, and how citizen involvement shapes public policy.
Benchmark A:  Students know the organization and functions of local, state, and national governments.
Standard Civics 3:  Students know the political relationship of The United States and its citizens to other nations and to world affairs.
Benchmark A:  Students know how and why governments…..interact politically.
District Indicator: Explain how governments are organized at the local, state, and national levels and the responsibilities of each. Explain how people get and use power and authority.
Enduring Understandings
Developments in technology have changed societies throughout history.
Government involves people acquiring and using power and authority.
Individuals and groups make, enforce, and apply rules and laws (government).
Rules, laws, and governments develop and change over time.
People and nations interact politically.
The exchange of goods and services leads to trade and interdependence.
Essential Questions
How did developments in technology change the way people lived?
How did the settlers organize themselves to maintain law and order?
How did settlers and Native American populations interact culturally, politically, and economically?
How did developments in technology affect trade, exchange and interdependence?
How did developments in technology affect the physical environment?
How did Coloradoans organize themselves into a state within the United States?
How is the government of Colorado organized?
Which branch of government has the most power?  Explain.
Assessment:  Have students quiz each other on key terms and important people in Colorado History.  Students may use their notes to answer. Complete a timeline of Colorado’s journey to statehood.

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. Read Chapter 10 as a class – Territory to Statehood

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.

Resources: Rendezvous with Colorado History book (student), student copies of the 2-column notes pages in Teacher’s guide called Territory to Statehood, Websites explaining Cornell Notes: http://coe.jmu.edu/learningtoolbox/cornellnotes.html
http://www.clt.cornell.edu/campus/learn/LSC Resources/cornellsystem.pdf   

Differentiation
Support: SpEd/ELL– Have them work with a partner, ELL work with a bilingual partner or have them match pictures with the definitions and words.
Extension: Work independently, be a resident expert to others. 
Field Trip:  Denver – Capital Building, Colorado Springs – County Courthouse
Guest Speaker: Invite a representative from the state legislature to ask questions about his/her job. Check out webpage http://www.leg.state.co.us/ ; District 17:  Current representative: Representative Stella Garza-Hicks

Math: Challenge Activity – Chapter 10
Research: Choose a famous individual who was important to Colorado’s early statehood.  Research and write a report.  (ideas: William Gilpin, James Buchanan, Hiram P. Bennet, General William J. Palmer, John Evans, Rutherford Hayes, etc.

Parent Resources

If you have not yet taken your child to the top of Pikes Peak, this is a perfect time to do so. Your child will see many of the various geographic characteristics of regions of Colorado as you ascend to the top. Also, your child will be able to compare the characteristics of Pikes Peak to other regions studied during this quarter.

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