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

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

1. 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.
2. Vote on what they feel are the most important in each column.
3. 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
4. Now brainstorm a list of our rights, roles and responsibilities (3Rs) as Coloradoans (i.e.: voting, running for office, and volunteering).
5. Explain the purposes of government. Put them into three columns and vote one which is the most important in each column. 
6. 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
7. 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

1. 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 19^th 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.
2. 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.
3. The groups will gather information at the resource stations to answer the questions on their Investigation Sheet.
4. 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.
5. 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.  
6. Frontload the assessment by telling the class about it before the presentations begin.
7. 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).

1. What kinds of transportation did city people use in the late 1800s and early 1900s?
2. How did transportation in the cities change over time in Colorado?
3. How have the changes in transportation affected the way Coloradoans live?

Activities

1. Access prior knowledge by asking the inquiry questions (above).
2. 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

3. Review pictures on the Colorado City Transportation Website and read primary sources  “In their own words…” and “about this photo”.

4. Triads should make notes of the purpose of their transportation type, along with the pros and cons of that form of transportation.

5. 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?
6. Triads should share their findings with the class.

7. Debrief with the class by answering (as a whole class) these questions about transportation on the Transportation Investigation Sheet.

8. 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

Activities

1. Using the Colorado State Maps from the beginning of the year, or use the Physical Map of Colorado and  Transportation Map of Colorado.
2. 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.
3. 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.
4. Share with the class why your group chose those routes.
5. Discuss as a class how difficult it must have been for those living in mountain mining towns.  How did they get supplies?
6. 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.

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

1. 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”.
2. Answer the questions on the Scavenger Hunt Worksheet and take notes on each mode of transportation and the correct dates.
3. Debrief with the class the correct answers to the scavenger hunt.
4. 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 21^st century transportation. How has it changed since the mid 20^th 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 
 

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 11 as a class – Industries of Colorado
4. Read each section of the chapter and try to fill in notes and/or what the word means. Use pictures or other tools if desired.
5. When there is 10 minutes remaining in the lesson share answers with the class.  Discuss the vocabulary that might be challenging.  Use the textbook for pictures if possible.

6. 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 students work with a partner, ELL students can 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

1. 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? 
2. Read aloud Children of the Dust Bowl. (teacher)
3. Explore the Farming in the 1930s website and view the videos of the first hand accounts.
4. Discuss similarities and differences between the book and the ideas generated by the groups or class.
5. Pose this question for reflection:  If you had been part of one of these farm families during the 1930s, 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?
6. Using a T-chart make a list of the pros and cons of leaving (or staying) on a farm through the Dust Bowl.
7. 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 [video recording] 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

Activities
 

1. Divide into small work groups. (no more than 4)
2. Log on to the Colorado City Website. Make a list of all the pictures of jobs that were available.
3. Check off jobs that are no longer available today or are very limited and specialized (saddle maker)
4. 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

1. Pose the essential questions to the class and discuss.
2. Brainstorm answers – small groups can review chapter 11 and the two-column notes they completed.
3. In small groups of 3-4 review magazines and newspapers to find at least 10 goods and services that are produced in Colorado. (If access to the internet and a printer is available, students can search and print pictures as well). 

4. Have groups present their findings to the class.  Groups should share their reasons for choosing the ten items they did.

5. Supplemental Activities: Math: Have students complete the company store scrip activity.

Resources: Construction paper, Scissors, Glue, Old Magazines, newspapers and other periodicals that can be cut apart, Internet access and a printer if possible, Lined Paper and pencils

Differentiation
Support: Give a “look for” list of goods and services possibilities.  Have students only find 5 or 6 instead of 10.
Extension: Research early industrial leaders from 1880s; Complete Challenge Activity from Chapter 11.

Lesson 12: Colorado Resources (from Colorado Alive! A collection of for Fourth Grade)
Duration: @ 1 day
         
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 Understanding: Resources are used to produce and distribute goods and services.
Essential Question: How do we make decisions about how to use scarce resources?
Assessment:  Write a paragraph responding to the following 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 you just completed, write a paragraph explaining how resources, scarcity and interdependence are involved in providing products and services.

Activities
 

1. Brainstorm examples of resources (land, water, machinery, people and how they are used.  Why are these identified as resources?
2. Define resources as those things needed to provide a service or a product – What resources are used in mining, agriculture, industry, technology, and tourism?
3. Divide into four groups (regions) – each group should find an area in the room to work and should make up a name for its region of Colorado.  The groups will be asked to perform tasks to meet the needs and wants of the people of Colorado
4. Distribute the envelopes (they may not be opened until given permission and NO other materials may be used besides what is already in the envelopes).
   All groups should read the task sheet. 
   Discuss prior to beginning that since resources vary from region to region, they may trade or bargain between regions to get the needed resources to complete their tasks. All regions must complete the same task.
   Keep a record of the order in which the groups completed the entire task.
   Have groups begin – (note to teacher to take notes of the interactions among the groups/regions and how they deal with the unequal distribution of resources).
5. When a group/region completes their tasks announce to the class that the region has succeeded. (This will inspire competition between regions). 
6. When each group/region has completed their tasks distribute copies of student resource 2 and have individual groups discuss the questions together and respond to them in writing.
7. Debrief as a class the five discussion questions.  Have groups share their responses. 
8. Have groups also share what they were given in their envelopes.  Which “region” was rich with resources, which had scarce resources?  Discuss the meaning of scarce. 
9. Discuss different ways the “regions” completed their task?  How did groups with scarce resources complete their tasks?  Discuss the meaning of trade and interdependence (working together, exchanging goods, trading, to get a task accomplished.  How is this like the real world? How is it different? Give examples.
10. Supplemental Activities: Research scarce natural resources, invite a guest speaker to discuss Colorado’s scarce resources, or run a trading post in the classroom.  Have students trade and barter for needed items
    Art: Create a collage of all the different natural resources native to Colorado.

Resources
Colorado Alive! Lesson
Student Resource 1: Task Sheet – one for each of the four groups
Student Resource 2: Discussion questions – one copy for each of the four groups
Four large envelopes (manila 10x12 or 10x14)
Three pairs of scissors
Twenty paper clips
One ruler
One bottle of glue
Two markers
Two pencils
Colored Paper (8 ½ x 11) seven sheets of white, three sheets each of gold, green, blue and brown
In advance prepare 4 envelopes as follows:  Tape a copy of the task sheet on the outside of each envelope.
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 pair of scissors, one bottle of glue, and two sheets of paper of each of the following colors – blue, white, and gold
Envelope #3 – Two markers and two sheets of paper of each of the following colors: green, white and gold
Envelope #4 – One sheet of paper of each of the following colors: green, gold, blue, white, brown.

Differentiation
Support: Have mixed ability groups; read tasks allowed.  Use pictures where appropriate for ELL students.
Extension: Facilitate the group and lead negotiations for trading purposes.

Lesson 13: Junior Achievement
Duration: @ 5 days: Recommend April or May-- 1 week an hour a day, or  5 weeks an hour a week or something in between, or 1 whole day.
         

Teacher Note –Junior Achievement must be contacted to set up a time with one of their volunteers.  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 )

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: Resources are used to produce and distribute goods and services.  The exchange of goods and services leads to trade and interdependence.
Essential Questions: How did developments in technology affect trade, exchange and interdependence?
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:  Participation in class activities; JA game The Bottom Line. (Observation and final tally sheets)

Activities (will be provided by Junior Achievement)
 

1. Define region, resource, business, entrepreneur, economy, specialization, income, expense, profit and loss
2. Categorize resources as natural, human and capital
3. Explore resources in different regions
4. Evaluate resources necessary to produce a good or service and decide the best location for a make-believe “business”
5. Appraise economic interdependence in a region and differentiate among different regions.
6. Demonstrate and record how a business tracks income and expenses
7. Assess the role risk plays in business
8. Examine impact of developments on trade, exchange & interdependence with regards to CO

Resources: All resources will be supplied by Junior Achievement

Differentiation
Support: Read aloud texts and use pictures where appropriate for ELL students.  Have a student translate if possible.
Extension: Create a business (good or service) and a marketing campaign to share with the class.

Lesson 16: Culminating Project – Literacy Connection - Report Writing – State Report (This can be modified as needed.) 
Duration: multiple days
         
Teacher Note: This lesson can be started at any time prior to the end of the quarter.  Suggested start time is no later than May 1^st for completion by the end of the year.  This lesson works in conjunction with Reading / Writing requirements for 4^th quarter.

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 1A: Students know the general chronological order of events and people in history.
Standard History 2: Students know how to use the processes and resources of historical inquiry.
Benchmark 2A: Students know how to formulate questions and hypotheses regarding what happened in the past and how to obtain and analyze historical data to answer questions and test hypotheses. 
Standard History 3: Students understand that societies are diverse and change over time.
Benchmark  3 B:  Students understand the history of social organization in various societies.
Standard History 4: Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.
Benchmark H4A: 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 how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.      
Standard Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark 2A: 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.
Benchmark4 A: Students know the characteristics, location, distribution, and migration of human populations.
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.
Standard Economics 1: Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.
Benchmark E1A: Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs (e.g., using land for farming and ranching, forests for recreation or lumber). 
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 2A: Students understand that different economic systems employ different means to produce, distribute, and exchange goods and services.
District Indicator:  Apply knowledge of Geography:  Describe how and why places change over time.
Enduring Understandings
Maps, globes, and geographic tools are used to locate information about places.
Physical and human characteristics of places define regions.
Human activity changes and its affected by the physical environment.
Exchange of goods and services leads to trade and interdependence.
People migrate and settle in different places for a variety of reasons.
People and nations interact politically.
Decisions must be made about the use of scarce resources.
Developments in technology have changed societies throughout history.
Geography helps explain changes in places over time.
Resources are used to produce and distribute goods and services.
Essential Questions
How does the physical environment affect human activity today?
How does human activity affect the environment?
How do we make decisions about how to use scarce resources?

Activities

1. Our year culminating project will be a state report. Pass out the State Report Project to each student or groups of two students if working with partners. Read aloud the State Report Project as a class.
2. Pass out the State Report Rubric – one to each student. Read and review rubric requirements as a class.
3. Review timelines and how to construct them. Discuss political maps and how to create them.
4. Review how to write a bibliography-model as a class.
5. Select a state to research (individually or in groups). No one may choose Colorado.
6. Upon completion of each state report.  Five minute presentations should be made by each student/group discussing what they learned about their state.
7. Supplemental Activities: Art: State Float Project,   State Billboard Project, State Report Project, and       State Report Rubric

Resources
State Report Project (one copy of all three pages for each student or group of two)
State Report Rubric – one to each student
Computers and Internet
Encyclopedias
Books on States
Other information resources about states
White paper
Markers or Colored Pencils
Note cards

Differentiation
Support: Have students only complete a sentence or two for each section.  Or have a draft ready which they could complete by filling in the blanks. ELL students could present on their country or compile pictures to represent their state information
Extension: Create product maps, physical maps.  Expand the report with additional details.