|
Enduring
Understandings - important ideas that students should carry with them
years beyond the instruction received this year.
-
Maps, globes, and geographic tools are used to locate information about
places.
-
Developments in technology have changed societies throughout history.
-
The
exchange of goods and services leads to trade and interdependence.
-
Human activity changes and is changed by the physical environment.
-
Individuals and groups make, enforce, and apply rules and laws
(government).
-
Human activity changes and is affected by the physical environment.
-
Geography helps explain changes in places over time.
-
Citizens have rights, roles, and responsibilities.
-
Resources are used to produce and distribute goods and services.
-
Rules, laws and
governments develop and change over time.
Essential Questions -
most important “big picture” questions students should be able to answer
after completing learning activities.
- How did Coloradoans
organize themselves into a state within the United States?
- How did Colorado
settlers alter their environment to facilitate communication and
transportation within and outside of Colorado?
- How did developments in
technology change the way people lived?
- How did developments in
technology affect trade, exchange and interdependence?
- How did developments in
technology affect the physical environment?
- Which branch of
government has the most power? Explain.
- How does the physical
environment affect human activity today?
- How does human activity
affect the environment?
- How has human
interaction with the environment changed since Colorado has become a
state?
- What are the most
important rights, roles, and responsibilities of the citizens of
Colorado?
- What goods and services
are produced in Colorado? How, why, and for whom are they produced?
- How do we make
decisions about how to use scarce resources?
Standards
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 B: Students use chronology to organize historical events
and people.
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 historical information.
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 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
Benchmark C: Students know the changes that occur in the meaning, use,
location, distribution, and importance of resources.
Standard Geography 6: Students apply knowledge of people,
places, and environments to understand the past and present and to plan for
the future.
Benchmark B: Students know how to apply geography to understand the present
and plan for the future.
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 4: Students understand how citizens exercise
the roles, rights, and responsibilities of participation in civic life at
all levels.
Benchmark D: Students know how citizens can participate in civic life.
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 2- Students understand how different economic
systems impact decisions about the use of resources and the production and
distribution of goods and services.
Benchmark A: Students understand that different economic systems employ
different means to produce, distribute and exchange goods and services.
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. |
Sample Lessons
District
11 Diamond Units/Lessons Overview - includes information about the
purpose, goals and structure of these sample instructional units:
Teacher Note: Junior Achievement is scheduled as lesson 12; however please contact
Junior Achievement ASAP to set up a time with one of their volunteers. This
will be 5 weeks at 1 hour a week or 1 week at 1 hour a day. Recommend
anytime April or May. They will teach
Our Region.
The
program
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.
http://southerncolorado.ja.org/ or call
719-636-2474.
Lesson 1:
From a Territory to
a State
Duration: @ 1
day @ about 30 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 B: Students use chronology to organize historical events and
people.
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.
District Indicator:
Describe how and why rules
and laws (government) have been made and enforced.
Enduring Understanding:
Rules, laws and governments develop and change over time.
Essential Question:
How did Coloradoans organize themselves into a state
within the United States?
Assessment:
Use the created timeline to answer questions about the development of state
government, e.g. Which came first, mining districts or territorial
government? Timeline should also be correct.
Rubric
|
4 |
Time line is in the correct order. At least eight events are listed
neatly in order with dates. |
|
3 |
Time line is in the correct order. At least six events are listed
neatly in order with dates. |
|
2 |
Timeline is either in the correct order or mostly in the correct
order. At least four events are listed. Timeline may not be easily
read. |
|
1 |
Timeline is incorrect. Only 1-3 events are listed and not in the
correct order. Neatness is lacking. |
Activities
-
Get
into triads or groups of four.
Using A Rendezvous with Colorado History ,review Chapter 10 and
the two column notes (as well as the internet, with permission) develop
a timeline with your group of Colorado’s journey from territory to
state. Only important dates and details should be included
-
Each
group will present their timeline and discuss why they included the
dates they chose.
-
Debrief as a class about which events are important to include in the
timeline
-
Using the group’s timelines, create a class timeline with the most
important events.
-
Supplemental Activities:
Field trip to the State Capitol or Math
Challenge Activity in Chapter 10
Resources:
long sheet of paper
for each student, pencils,
A Rendezvous with
Colorado History,
Internet access if
desired
Differentiation
Support: Have a timeline partially filled out with events or dates or a
combination of both. Have a timeline with events and have the student place
the events correctly on the timeline.
Extension:
Simulate a mock constitutional convention
Lesson 2: How is the Government of Colorado
Organized?
(Taken from Colorado Alive! A collection of lessons for fourth grade)
Duration: 1 day
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 Indicator: Explain how governments are organized at the
local, state, and national levels and the responsibilities of each (3-5).
Enduring Understanding: Individuals and groups make, enforce, and
apply rules and laws (government).
Essential Question: Which branch of government has the most power?
Explain your choice.
Assessment: Complete a graphic organizer that explains that different
levels of the government and the function of each.
Rubric
|
4 |
Information on all levels and functions is complete and correct.
All work is neat and can be read easily. |
|
3 |
Information on levels and functions of government is almost complete
and nearly all information is correct. Most of the work is neat and
can be read. |
|
2 |
Information on levels and functions of government is somewhat
complete but not all information is correct. Some of the work is
neat but not all of it can be easily read. |
|
1 |
Information on levels and functions of government is incomplete and
/or has many errors. Neatness is lacking and information cannot be
read. |
Activities
-
Get into groups of three
(triads) and discuss – what are the rules of basketball (football or any
other sport). What are the rules of our school? What would happen if
there were no rules? Triads should discuss individually and then share
as a group.
-
Brainstorm as triads/class –
how are rules made for our city, state, country? Who makes these rules
or laws, what happens when the rules are broken?
-
Briefly review: What is
government? What do they do? Why do we have a government?
Give each group a copy of teacher resources 2 and 3 (blank government
grid and function cards) – review levels (local, state, national) and
functions (job responsibilities at each level).
-
Triads should attempt to
place the function cards in the appropriate spot on the grid. They may
discuss possibilities with their group members. When finished tape/glue
the cards to the grid and post around the room.
One member of the triad should remain with their poster to explain their
reasoning while the others should walk around and look at the other
groups’ work to compare with their own.
Using the group’s timelines, create a class timeline with the most
important events.
Discuss which grids do you
think are correct.
-
Distribute one each of
Student Resources 1-3. Every student should read their text and
highlight or underline information that supports how they organized
their grid, or that demonstrates the need to reorganize it.
Have students get together in three groups according to which article
they read. (all federal together, etc) and discuss whether the grids are
correct or need to be fixed.
-
Return to your triad and
correct any errors to your grids
Debrief as a class and discuss the correct placement of the function
cards on the grid (show answer key – Teacher Resource 1)
As a whole class use the transparency of teacher resource 5 and discuss
the case studies. What are the level, branch and function for each?
Differentiation
Support: Read aloud the article or have students buddy read. Discuss
vocabulary using pictures or acting it out.
Extension: Create scenarios for the class to decide the level, branch and
function that would fit. Interview a member of city council or another
prominent politician. Look into newspapers to find issues that the local or
state government is discussing and share them with the class.
Resources:
Colorado Alive! Lesson,
Teacher Resource 1-3 and 5, Transparency of Teacher
Resource 1 and 5, Tape or Glue, Student Resources 1-3 – one for each triad
(group of three), Student Resource 4 – one for each student, Markers
Highlighters/pencils
Lesson
3: The 3 Rs of Coloradoans and What’s Happening Today?
Duration:
1 day
Standard
Civics 4: Students understand how citizens exercise the roles, rights, and
responsibilities of participation in civic life at all levels.
Benchmark D: Students know how citizens can participate in civic life.
District Indicator:
Explain the rights, roles, and responsibilities of students and citizens
in the classroom, school, community, state, and nation.
Enduring Understanding:
Citizens have rights, roles, and responsibilities.
Essential Question:
What are the most important rights, roles, and
responsibilities of the citizens of Colorado?
Assessment:
Brainstorm a list of several possible purposes of government. Have students
decide which are the most important purposes of government are and which are
not.
Activities
-
Brainstorm a list of
students’ rights, roles and responsibilities (3Rs) in the classroom
(voting, participating in discussions, volunteering, complete assigned
work, be respectful). Divide them into three columns – Rights, Roles
and Responsibilities on an overhead or whiteboard.
-
Vote on what they feel
are the most important in each column.
-
What does it take to be
a good citizen in the classroom.
Follows rules
Cares about and shares
with others
Shows respect and honors
everyone equally
Cares about their school
-
Now brainstorm a list
of our rights, roles and responsibilities (3Rs) as Coloradoans (i.e.:
voting, running for office, and volunteering).
-
Explain the purposes of
government. Put them into three columns and vote one which is the most
important in each column.
-
Compare and contrast
the students’ 3Rs and Coloradoans’ 3 Rs.
Get into groups of four.
Search through newspapers for current issues affecting Coloradoans
today.
Clip the news articles and label them as rights, roles or
responsibilities.
Be sure that you can explain why.
Share your findings with the class.
In closing, discuss what it means to be a good Colorado citizen.
A good citizen:
has 'empathy' for other people
cares and shares
respects people
understands that rules are made for good reasons and does not break them
shows respect, honor and gives equal treatment to everyone
cares about the community, their government and our world
is educated about current events
-
Supplemental Activities:
Field
trip to the Capitol, speakers from local and state government,
and exploration of the
Time For Citizens Website.
Resources:
many newspapers from the last month or so (political section and front
pages are the most important),
paper,
pencils,
pens or markers, whiteboard
/ markers, and overhead
Differentiation
Support: Give
examples or rights, roles and responsibilities at the classroom level. Provide a list and have students categorize under the 3 Rs
Extension: Illustrate or role play the 3 Rs
Lesson
4:
Doing
History – Colorado Cities
Duration: 1 day
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 historical information.
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.
District Indicator:
Identify and explain changes in technology (scientific achievements and
inventions) and how they changed history.
Enduring Understanding:
Developments in technology have changed societies
throughout history.
Essential Questions:
How did Colorado settlers alter their environment to
facilitate communication and transportation within and outside of Colorado?
How did developments in technology change the way people lived?
Assessment: Students will write a summary paragraph that includes one important point
from each group’s presentation.
Activities
-
Before leaving for the
computer lab write
the following
synthesis question on the chalkboard
and discuss:
What was it like to live and work in a 19th century Colorado
city?
Divide into work
groups (no more than three students per group) and give each group one
of the five Colorado Cities Student Investigation Sheets.
-
Explain to students
that each group will become expert on one of the following themes: (some
groups may have to do the same theme)
Food,
Clothing, and Shelter
Families,
Children, and Schools
City Work
Places
Large Cities
Community
Life
Leave out Transportation
– that will come in a later lesson.
-
The groups will gather
information at the resource stations to answer the questions on their
Investigation Sheet.
-
Go to the website
http://hewit.unco.edu/dohist/colocity/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
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.
-
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.
-
Frontload the assessment by telling the class about it before the
presentations begin.
-
Supplemental activities:
Virtual Field Trips:
http://hewit.unco.edu/dohist/vftrips/themes.htm
Visit: Georgetown’s Historic Stores, Larimer Square, and any Denver virtual
field trip.
Resources:
Website access:
http://hewit.unco.edu/dohist/colocity/themes.htm,
Computer Access - computers for every 2-3 students, pencil,
Handout – link
attachment here: G:\Doing History - Colorado Cities.doc
Differentiation
Support:
Have
investigation sheets partially filled out as with a “cloze” passage.
Extension: Use multiple resources to find information. Try to find other
websites that might be beneficial to their group.
Lesson
5: Transportation
in the 1800s and 1900s (Adapted from a Doing History Inquiry Lesson)
Duration: 1 day
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 historical information.
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.
District Indicator: Identify and explain changes in technology
(scientific achievements and inventions) and how they changed history.
Enduring Understanding:
Developments in technology have changed societies
throughout history.
Essential Questions:
How did Colorado settlers alter their environment to
facilitate communication and transportation within and outside of Colorado?
How did developments in technology change the way people lived?
Assessment:
Choose one inquiry question and write a journal response (short constructed
response).
-
What
kinds of transportation did city people use in the late 1800s and early
1900s?
-
How did transportation
in the cities change over time in Colorado?
-
How have the changes in
transportation affected the way Coloradoans live?
Activities
-
Access prior knowledge
by asking the inquiry questions (above).
-
In triads, identify the
pros and cons of each form of “city” transportation by reading primary
sources and viewing primary source photos for each mode.
Triads should be
assigned a transportation type (some groups will do the same type)
Streetcars
Wagons and
Carriages
Railroads
Early Autos
-
Review pictures on the
Colorado City Transportation Website and read
primary sources “In their own words…” and “about this photo”.
-
Triads should make
notes of the purpose of their transportation type, along with the pros
and cons of that form of transportation.
-
Each triad should
answer inquiry question three specifically for their transportation: How
have the changes in (their mode of) transportation affected the way
Coloradoans lived at that time?
-
Triads should share
their findings with the class.
-
Debrief with the class by answering (as a whole class) these questions
about transportation on the
Transportation
Investigation Sheet.
-
Supplemental Activities:
Science / Art: Design a new form of transportation the settlers could have
used before engines.
Art: Make a poster advertising your own stagecoach line. Discuss the
advantages of travelling on your stage line and make sure to tell what
cities their stage serves as well as the time schedule and fees.
Resources:
Colorado City Transportation Website,
Transportation
Investigation Sheet, computer/Internet
access or print outs of pictures and primary sources, paper, pencils/
colored pencils
If computer access is unavailable print out pictures and primary sources
sheet in advance and pass out to students. (attach primary
sources-transportation document here)
Differentiation
Support: Have students identify and define means of transportation first,
match to pictures if needed, then match to routes used for each.
Extension: Using primary source material, compare travel times using
different forms of pioneer transportation.
Lesson 6: How Do We Get There?
Duration:
1
day
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.
District Indicator:
Use tools (maps, globes, photographs, graphs, charts, and databases) to
locate information about places.
Enduring Understandings:
Maps, globes, and geographic tools are used to locate
information about places.
Developments in technology have changed societies throughout history.
Essential Questions:
How did Colorado settlers alter their environment to
facilitate communication and transportation within and outside of Colorado?
How did developments in technology change the way people lived?
Assessment:
Students write a short constructed response: Identify two ways in which the
physical features and environment of Colorado helped determined
transportation routes and means.
Rubric
|
4 |
Two or more ways are identified. Correct sentence structure,
mechanics and grammar are used. |
|
3 |
Two ways are identified. Mostly correct sentence structure,
mechanics and grammar are evident. There may be some minor mistakes
but it does not interfere with meaning. |
|
2 |
One way is identified. Incomplete sentences or incorrect sentence
structure may be evident. Clear evidence of learning may be
missing. |
|
1 |
Short constructed response is incomplete and/or fails to identify a
clear answer. Sentence structure, grammar and mechanic mistakes
impede understanding. |
Activities
-
Using
the Colorado State Maps from the beginning of the year (if not available
use a road atlas or some other transportation map) and compare to a
physical map of Colorado.
-
Analyze the maps and
discuss how the physical features and environment of Colorado made
transportation difficult. Discuss with a small group or partner how the
environment played a part in how transportation routes were formed.
-
In small groups discuss
transportation routes and create a map showing those routes. Make sure
to have transportation to the main cities and into the mountain towns.
-
Share with the class
why your group chose those routes.
-
Discuss as a class how
difficult it must have been for those living in mountain mining towns.
How did they get supplies?
-
Supplementary Activities:
Science / Art: Design a new form of transportation the settlers could have
used before engines.
Art: Make a poster advertising your own stagecoach line. Discuss the
advantages of travelling on your stage line and make sure to tell what
cities their stage serves as well as the time schedule and fees.
Resources:
Physical
Map of Colorado,
Transportation Map
of Colorado, pencils/ colored
pencils
Differentiation
Support: Have students identify and define means of transportation first,
match to pictures if needed, then match to routes used for each.
Extension: Using primary source material, compare travel times using
different forms of pioneer transportation.
Lesson
7: Transportation Scavenger Hunt
(adapted from Doing History
Investigation Website)
Duration: 1 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.
Benchmark 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.
Benchmark A: Students understand the impact of scientific and technological
developments on individuals and societies.
District Indicator:
Identify and explain changes in technology (scientific achievements and
inventions) and how they changed history.
Enduring Understanding:
Developments in technology have changed societies
throughout history.
Essential Questions:
How did Colorado settlers alter their environment to
facilitate communication and transportation within and outside of Colorado?
How did developments in technology change the way people lived?
Assessment:
Students write a short constructed response:
How is transportation today
different from time periods shown in these pictures?
Activities
-
Get into groups of
two or three.
Review
pictures on the
20th Century Transportation Website
and
read
primary sources “In their own words…” and “about this photo”.
-
Answer the questions
on the Scavenger Hunt
Worksheet and take notes on each mode of transportation and the
correct dates.
-
Debrief with the
class the correct answers to the scavenger hunt.
-
Supplemental Activities: Science – Research alternative fuels and the ramifications of current
transportation forms with declining fuel supplies.
Resources:
Access to the
Internet for groups of two or more students,
20th Century Transportation Website,
Scavenger Hunt Worksheet,
paper and pencils
(Consider giving an award to the team that correctly completes the scavenger hunt
first.)
Differentiation
Support:
Have mixed ability groups. Scribe or read aloud. Reduce the number of
scavenger hunt questions.
Extension: Research 21st century transportation. How has it
changed since the mid 20th century? Research new forms of
transportation, how has the increase in fuel prices changed the way people
are living today?
Lesson
8: Industries of Colorado
Duration: 1 day
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.
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.
District Indicator:
Identify ways goods and
services are distributed through trade, exchange and interdependence.
Enduring Understandings:
The exchange of goods and services leads to trade and
interdependence.
Developments in technology have changed societies throughout history.
Essential Questions:
How did developments in technology affect trade, exchange
and interdependence?
How did developments in technology affect the physical environment?
Assessments:
Ticket out the door: Name three industries found in Colorado.
Prompt: In what ways have changes in technology made the exchange of goods
and services easier? In what ways has it made it more difficult?
Activities
-
Review the
2
Column
Notes that are partially filled out as a class.
-
Review bold and
italicized words. How do they help us organize our reading?
-
Read Chapter 11 as a
class – Industries of Colorado
-
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.
-
When there is 10
minutes remaining in the lesson share answers with the class. Discuss
the vocabulary that might be challenging. Use the textbook for pictures
if possible.
-
Supplementary Activities:
Debate over wages – have some students be the miners and some the owners.
Have one or two try to mediate as a union representative.
Resources:
Rendezvous
with Colorado History book (student), student copies of the 2-column notes pages in Teacher’s guide called
Industries of Colorado, and
Websites explaining
Cornell Notes
Differentiation
Support: Have
them work with a partner, ELL work with a bilingual partner or have them
match pictures with the definitions and words. Have the notes completely
filled out or give only the most important.
Extension: Create an economic / resource map of Colorado
Lesson
9: Dust Bowl
(adapted from a Doing History Inquiry Lesson)
Duration:
@
1 day @ about 45
minutes
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 historical information.
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 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.
Benchmark5 B: Students know physical systems affect human systems.
District Indicators
Historical Inquiry: Use primary and secondary sources to ask and answer
questions (who, what, when, why, how) about the past and present, and to
determine cause and effect relationships.
Science, Technology, and Economic Activity: Identify and explain changes
in technology (scientific achievements and inventions) and how they changed
history.
Human and Physical Systems: Describe ways humans change the physical
environment and how the physical environment affects human activity.
Enduring Understanding:
Human
activity changes and is changed by the physical environment.
Essential Question:
How does the
physical environment affect human activity today?
Assessment:
Have students imagine that
they are a child living on a farm in eastern Colorado during the depression
and Dust Bowl. Write a letter to a friend “back east” describing the dust
storms and the depression and how it is impacting them and their family. Be
descriptive and remember to use voice.
Activities
-
Pass out and review the
Dust Bowl Primary Sources
with the students. Discuss the following questions in small groups (or
whole class): What were the dust storms like? What kind of damage did
the storms do to homes, farms? What impact would these storms have had
on farming families? What was the Great Depression? How would the dust
storms have made lives during the depression even worse? What decisions
do you think might have been facing farmers and their families at this
time?
-
Read aloud
Children
of the Dust Bowl. (teacher)
-
If able – go to the
Farming in the 1930s website
and
view the videos of the first hand accounts.
-
Discuss similarities
and differences between the book and the ideas generated by the groups
or class.
-
Pose this question for
reflection: If you had been part of one of these farm families during
the '30s, do you think you would have wanted to stay on your farm or
leave? Why or why not? What would you lose by leaving? What would you
gain?
-
Using a T-chart make a
list of the pros and cons of leaving (or staying) on a farm through the
Dust Bowl.
-
Supplemental Activities: Reading: Out
of the Dust by Karen Hesse; Winner of the Newberry Medal for 1998
Resources
Dust Bowl Primary Sources
Children of the Dust Bowl: The True Story of the School at Weedpatch
Camp. By Jerry Stanley New York: Crown Publishers,
1992.
With computer access
or the ability to project show the
Living History Farm Website
(great
firsthand account videos – primary sources
Also available:
Surviving the Dust Bowl [videorecording] American Experience and WGBH
available at LRS.
Differentiation
Support: Scribe,
bilingual interpreter for ELL students.
Extension: Work independently, Provide additional research from
Encyclopedias and other texts etc.
Lesson
10: How Jobs Changed Over Time
(adapted from a Doing History Inquiry Lesson)
Duration:
1 day
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 ways goods and services are distributed through trade, exchange
and interdependence.
Enduring Understanding:
The exchange of
goods and services leads to trade and interdependence.
Essential Question:
What goods and services are produced in Colorado? How,
why, and for whom are they produced?
Assessment:
Design a
poster advertising one occupation that shows the occupation as it was in the
past as well and the job as it looks today.
Rubric
|
4 |
Poster is complete and creative and shows one occupation from the
past and how it looks today |
|
3 |
Poster is mostly complete and shows one occupation from the past and
how it looks today |
|
2 |
Poster is not complete. Shows one occupation from the past or
today. |
|
1 |
Poster is incomplete and not clear. No occupation is demonstrated. |
Activities
-
Divide into small work
groups. (no more than 4)
-
Log on to
the
Colorado City Website. Make a list of all the
pictures of jobs that were available.
-
Check off jobs that are
no longer available today or are very limited and specialized (saddle
maker)
-
Keep track of what the
job produces and who benefits from the job. Is it a good or service?
Resources:
Access to the
Colorado City Website for groups of two or more students.
Differentiation
Support: Scribe
/ give a list of the jobs that they will see
Extension: Investigate jobs that might not exist in another 100 years. Why
will they become extinct?
Field Trips, Speakers from local businesses or agencies, Farmer's Market
tour, Visits to local industries
Lesson
11: Colorado Goods and Services
Duration:
1 day
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 ways goods and services are distributed through trade, exchange
and interdependence.
Enduring Understanding:
The exchange
of goods and services leads to trade and interdependence.
Essential Questions
What goods and services are produced in Colorado?
How, why, and for whom are they produced?
How do we make decisions about how to use scarce resources?
Assessment:
Paragraph
explaining which good or service best represents the state of Colorado and
why: use the District 11 or the CSAP rubric to score; Chapter 11 assessment
Activities
|
