D11-DOI-Social Studies-4th Grade, 3rd Quarter

District 11 Educational Support Services
Social Studies

Graphic Montage by
Pikes Peak Community College

Grade 4, Quarter 3: Colorado -- Territory to Statehood

Overview

View the Video Introduction. During this quarter students will examine the incredibly rapid transformation of the area that is today, Colorado, from a haven for Native Americans to one of the United States primarily inhabited by non-native peoples. The gold rush, the coming of the railroad, and the founding or permanent settlements resulted in conflict between miners and settlers, and the Native Americans. Ultimately, the new settlers prevailed as the Native tribes were systematically removed from the land. The need for law and order led to the creation of a territory carved from four other territories, and ultimately to statehood.

Colorado History Chronology Doing History, Keeping the Past

For Teachers

Quarter 1 2

Quarter 3 4

Prior Grade

Next Grade

Yearly Overview

Standards

Enduring Understandings

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

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.

Sample Lessons

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.
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.
Arrange for computer access for lesson 7 and lesson 10

Lesson 1 Title: 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:

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

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

¨ Read Chapter 7 as a class – Spanish Americans

¨ 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.

¨ 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.

Content Connections:

Art:

· Students make the miniature adobe bricks – view video http://smartflix.com/store/video/4604/Adobe-Brick-Making-for-Children 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. 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 2 Title: 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:

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

¨ 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.

¨ 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

Content Connections

Writing: 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?

Lesson 3 Title: 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:

¨ 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.

¨ Play Spanish Word Bingo. See Websites: http://www.teach-nology.com/web_tools/materials/bingo/ or http://print-bingo.com/bingo-cards-custom.php

Rubric for Presentations

4	All members of the group participate in the presentation. Expert knowledge of their chosen topic is evident. Presentation was clear and “experts” are able to answer questions about their chosen topic.
3	All members of the group participate in the presentation. Knowledge of their chosen topic is clear. Presentation was understandable but with some difficulty. “Experts” are mostly able to answer questions about their chosen topic.
2	Not all members of the group participate in the presentation. Knowledge of their chosen topic is not very evident. Research was incomplete. Presentation was partially understandable but maybe confusing at times. “Experts” are not able to answer many questions about their chosen topic.
1	Not all members of the group participate in the presentation. Members do not appear to have adequate knowledge of their “people”. Presentation was confusing and unclear. “Experts” are not able to answer questions about their chosen topic.

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

Lesson 4 Title: 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:

¨ (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.

¨ Explain the terms "push" and "pull" as they relate to migration, i.e. the movement of people from place to place.

o "Push" factors include the reasons for leaving a place, such as war, famine, disease, a perceived lack of justice, etc.

o "Pull" factors included reasons for settling in a place, including the promise of better jobs, food, housing, education, and encouragement from family or friends.

o Go back and label students reasons for moving to CO as “push” or “pull.” Be sensitive to push factors for students from other countries.

¨ 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)

¨ 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)

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

¨ 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

Geography - Students 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.

Lesson 5 Title: There’s Gold in Those Hills!

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 Understanding:

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.

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

Discuss the section headings located in blue in the chapter. Discuss with a partner how these sections help us to organize our reading?
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.)
Write the section heading for each of the sections in the chapter just above each box.
Read as a class or have a model reader read aloud. Stop at the end of each section.
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.
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).

In addition 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 Indicator:

· 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 Understanding:

· 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?

Assessment:

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:

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

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

¨ 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 Title: 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