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Character Analysis Characteristics of Characteristics of Shared (Name) Characteristics (Name) CHART OF SEQUENCE OF EVENTS

TOPIC OR ISSUE:

Event 1

Event 2 -^^-

Event 3 ^^^

Event 4 .^^L,

Event 5 ^^B

Conclusion _^H_ COMPARE AND CONTRAST CHART People/Events

How Alike?

How Different? COMPARE AND CONTRAST CHART

Explorers or Pioneers DEBATE AN ISSUE

Choose a topic to be debated and divide the class into two groups- PRO and CON. Each side prepares logical arguments to support its side and anticipates the arguments of the opponent. Issue:

PRO/Why? CON/Why?

Conclusion DECADE CHART

List specific facts to be remembered about the decade chosen and then write a descriptive paragraph about each decade.

Decade Decade Decade

Facts Facts Facts DESCRIPTIVE PARAGRAPH

Choose a person(s) from the chapter of the CD-ROM that you are viewing and write words that you think describe that person. Then write a descriptive paragraph about the person. You may also use the profile chart to compare and contrast two or more people. Use a separate chart for each person if you are comparing more than one person.

Person: Descriptive Words:

Descriptive Paragraph: Developing Questions

Name of Section/Chapter.

Questions About Chapter

Answers: This chart can be used to compare two people and their shared characteristics. Write a descriptive paragraph comparing the two. Dialogue Form for CD-ROM

Title of Section/Chapter:

Summary (What are the most important ideas in this section?):

Interpretation (What feelings did you get from the text and visual images?):

Evaluation (Why was, or was not, the text and visual images meaningful to you? How useful was the information? Explain.): n o ©

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Write a paragraph about an explorer or pioneer you would have liked to meet. Give reasons why you chose that person. Then write a letter to the person explaining why you would like to have met him/her.

Personal Characteristics of the Person:

In the CD-ROM you will meet people who went beyond the places where they lived or what they thought. Write a paragraph about a place or idea that you would like to explore. Why? FACTS ABOUT NEVADA

Time Period or Decade

Geography

Economy

Population

Resources

NOTE: This chart can also be used to describe a specific section of the state. VI O Vl VI U u VI Q o VI W c H .2 *t» PQ c o o O to (0 tf O 0) ^ s U H o -J S-i o -d 4o^> A PO cu -o a> • • £ •o o «2 5/5 1—1 T3 Herringbone Chart HELP WANTED

Throughout the history of the state, employers have advertised for employees. Choose one or more jobs discussed in the CD-ROM and create a Help Wanted ad. Use the "Help Wanted" section of a newspaper as a guide for this activity

JOB DESCRIPTION CREATE AN AD «§

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GO <4H O O a> CD 6 H s- O a 2 Before viewing a section of the CD-ROM, list all the students know (K) about the section to be viewed. Next, ask them what (W) they would like to find out after the topic. Lastly, list what was learned (L). This activity could be extended for students who would like to know more (research) about the topic. K-W-L Chart -K- -W- -L- What we already KNOW: What we WANT to find What we LEARNED: out: LEARNING LOGS

Have students keep an ongoing record, in a notebook of folder, of important information they have learned. They may also write questions about information they are unsure of or want to discuss at a later date. Key vocabulary words or concepts can also be kept in the learning log.

How? Why?

Where?

When?

What?

Who?

Question Vocabulary/Concepts 1. LEVELS OF COMPREHENSION I Literal Interpretive Applied I Getting information Reading between directly from the lines of text text (facts).

Types of Questions

When did Nevada What caused the Why would you prefer become a state? Yellow Fever to live in Nevada today epidemic in the than in the pioneer WTio was Kit Nevada Territory? days? Explain. Carson? How were the Bidwell How do you feel about What caused the fire expedition's supplies Nevada's liberal in Virginia City? different from...? divorce laws? Explain. Why? Where is the Great What is your opinion Basin located? List Compare and contrast of early settlers who its physical two early pioneer took their children on characteristics. trails. such dangerous expeditions? Give Explain why the reasons. Dormer Party failed. Defend the early miners in their attempts to form labor unions. Give your reasons.

Create a new state seal and justify your choices of things included. Based on Richard J. Vaca and Jo Anne L. Vaca, Content Area Reading, Harper Collins College Publishers, N.Y., N.Y., p.233 Modified from Susan Davis Lenski, Mary Ann Wham, and Jerry L. Johns, Reading and Learning Strategies for Middle and High School Students. Kendall-Hunt Publishing Co. 1999. MAIN IDEA MAP Section/Subsection: After each section or subsection of the CD-ROM, students can fill out this chart and use it to write a summary.

Supporting Details Supporting Details MAP AVER Where? When?

What?

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MOTIVES CHART

Throughout the history of the state, individuals or groups of people have acted in certain ways (ACTIONS) for specific reasons (MOTIVES).

Group/Individual Action(s) Motive(s) Consequences

NOTE: As an extension of this activity, students could research or discuss the consequences of the actions and motives of the group or individual. My Family's Journey Questionnaire What did they know or imagine about the land they were coming to?

How did their expectations or dreams compare with reality or what they encountered?

How did the new environment compare with that in the "old country"?; both geographically and culturally? en

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WO g o 0 Nevada Riches: The Land and People of the Silver State

Amalgamation pan (a*mal«ga«ma*tion pan) - heavy Astronomer (as-tron'o-mer) - one that specializes in pure copper pans used to recover gold through astronomy. amalgamation, the process of separating gold Astronomy (as'tron«0'my) - the branch of physics that and silver from their ores by mixing them with mercury studies celestial bodies and the universe. Amendment (a-mend-ment) -in public bodies; Any Atlatl (aWa'tl) - a spear-throwing device usually alternation made or proposed to be made in a bill consisting of a stick fitted with a thong or socket to or motion by adding, changing, substituting, or steady the butt of the spear during the throw. omitting Bactrian camel (bac*tri'an canrvel) - the two-humped Anasazi (a*na*sa*zi) - Native American people camel. inhabiting southern Colorado and Utah and Barometers (baTom«e«ters) - instruments for northern New Mexico and Arizona from about A.D. measuring atmospheric pressure, used especially 100 and whose descendants are the present-day in weather forecasting. Pueblo peoples. Bermy (misspelled from berme or berm) - a flat trail Ancestral (an*ces«tral) - of, relating to, or evolved from that runs parallel to a river, stream or ditch. an ancestor or ancestors. Blister Copper (blis*ter cop«per) - an almost pure Antimony (an«ti'mo«ny) - a metallic element having copper produced in an intermediate stage of four allotropic forms, the most common of which is copper refining a hard, extremely brittle, lustrous, silver-white, crystalline material. Blue Pills (Purgative) - a laxative. Apprenticed (ap-pren«ticed) - bound by legal Boondocks (boon'docks) - rural country; the agreement to work for another for a specific backwoods. amount of time in return for instruction in a trade, Botany (bot«an«y) - the science or study of plants. an art, or a business. Buckaroos (buc«ka«roos) - a hired man, especially in Archeologist (ar«che*ol*0'gist) - one who studies the western United States, who tends cattle and prehistoric people and their culture. performs many of his duties on horseback. Aristocrat (a-ris'to'crat) - a member of a ruling class Buffalo Chips (buf*fa«lo chips)- dry dung of the buffalo, or of the nobility. or bison, used for fuel. Arrastra (ar«ras«tra) - a machine used to separate gold Button (buWon) - a generally disk-shaped fastener by pulverizing the ore by either a boom pulled by a used to join two parts of a garment by fitting mule, or the miners themselves, around the circle, through a buttonhole or loop. dragging heavy stones over the quartz ore to crush it. Calico (cal'i*co) - a coarse cloth with a bright print. Artemisia (ar«te«mis«ia) - any of various composite Calomel (cal«o*mel) - a colorless, white or brown shrubs or herbs of the genus Artemisia having tasteless compound, used as a purgative and an aromatic green or grayish foliage. insecticide. Also called mercurous chloride. Artesian Wells (ar*te*sian wells) -wells made by Carbide (car-bide) - a binary compound consisting of boring into the earth till the instrument reaches carbon and a more electropositive element, water, which, from internal pressure, flows especially calcium. spontaneously like a fountain. They are usually of small diameter and often of great depth. Castoreum (cas? tor? e ?um) - a beaver's musky secretion used to attract other beavers; also used Assayed (as«sayed) - to be shown by analysis to in perfume. contain a certain proportion of usually precious metal. CCC - Civilian Conservation Corps- a public works program that put over three million young men and Assayer (as«sayer) - one who examines metallic ores adults to work during the Great Depression of the or compounds, for the purpose of determining the 1930's and 1940's in the United States. amount of any particular metal in the same, especially of gold or silver. Charcoal (charcoal) - a black, porous, carbonaceous material, 85 to 98 percent carbon, produced by the Assimilating (as'si«mMat«ing) - to absorb (immigrants destructive distillation of wood and used as a fuel, or a culturally distinct group) into the prevailing filter, and absorbent. culture. Chronometers (chro-nonrre'ters) - an exceptionally precise timepiece.

129 Nevada Riches: The Land and People of the Silver State

Company town (convpan«y town) - a town whose Despotism (des*pot*ism) - rule by or as if by a despot; residents are dependent on the economic support absolute power or authority of a single firm for maintenance of retail stores, schools, hospitals, and housing. Destitute (des-ti-tute) - lacking resources or the means of subsistence; completely impoverished Compasses (convpas*ses) - devices used to determine geographic direction, usually consisting Dikes (dikes) - an embankment of earth and rock built to prevent floods of a magnetic needle or needles horizontally mounted or suspended and free to pivot until Diorama (di'OTanra) - a three-dimensional miniature aligned with the magnetic field of Earth. or life-size scene in which figures, stuffed wildlife, Concentrator (con«cen«tra-tor) - an apparatus for the or other objects are arranged in a naturalistic separation of dry comminuted ore, by exposing it to setting against a painted background intermittent puffs of air. Dire (dire) - warning of or having dreadful or terrible Conduit (con«du«it) - a pipe or channel for conveying consequences; calamitous fluids, such as water. Dromedaries (dronrre'daMes) - one-humped Consolidated (con«sol*i«dat«ed) - to unite into one domesticated camels system or whole; combine Dross (dross) - a waste product or an impurity, Convert (con«vert) - one who has been converted, especially an oxide, formed on the surface of molten metal especially from one religion or belief to another Crevices (crevices) - narrow cracks or openings; Dry farming (dryfarrrHng) - a type of farming practiced in arid areas without irrigation by planting drought- fissures or clefts resistant crops and maintaining a fine surface tilth Crucible (cru«ci'ble) - a vessel made of a refractory or mulch that protects the natural moisture of the substance such as graphite or porcelain, used for soil from evaporation melting and calcining materials at high temperatures Dry Goods (dry goods) - textiles, clothing, and related articles of trade Cui-ui - A highly prized, palatable fish, cui-ui will not take bait or lures but can be snagged during Eclipse (e«clipse) - an interception or obscuration of the spawning season. They were once a primary light of the sun, moon, or other luminous body, by source of food and livelihood for the Paiute Indians. the intervention of some other body, either between When the fish were caught they were dried for later it and the eye, or between the luminous body and use that illuminated by it Cupel (cu«pel) - a porous cup, often made of bone ash, Ecosystem (e«co*sys«tem) - an ecological community used in assaying to separate precious metals from together with its environment, functioning as a unit base elements such as lead Emigrants (em«i«grants) - one that emigrates Currants (cur-rants) - any of various deciduous, Emporium (em«po«ri»um) - a place where various spineless shrubs of the genus Ribes, native chiefly goods are bought and sold to the Northern Hemisphere and having flowers in racemes and edible, variously colored berries Encroachment (en«croach«ment) - the act of entering gradually or silently upon the rights or possessions Cyanide (cya«nide) - any of various salts or esters of of another; unlawful intrusion hydrogen cyanide containing a CN group, especially the extremely poisonous compounds Epidemic (ep«i'derrHc) - spreading rapidly and potassium cyanide and sodium cyanide used to extensively by infection and affecting many treat an ore to extract gold or silver individuals in an area or a population at the same time Daub (daub) - to cover or smear with a soft, adhesive substance, such as plaster, grease, or mud. Equatorial (e*qua«toTi-al) - an instrument consisting of a telescope so mounted as to have two axes of Decade (de^cade) - a period of 10 years motion at right angles to each other, one of them Decoys (de«coys) - to lure or entrap by or as if by a parallel to the axis of the earth, and each carrying a decoy graduated circle, the one for measuring declination, and the other right ascension, or the hour angle, so Degikup (de«gi«kup) - a coiled bowl in which the top that the telescope may be directed, even in the coils wrapped inward to form an opening narrower daytime, to any star or other object whose right than the basket itself ascension and declination are known Depredations (dep«re«da»tion) - a predatory attack; a Extirpation (ex«tir«pa«tion) - to pull up by the roots or to raid or damage or loss; ravage destroy totally; exterminate

130 Nevada Riches: The Land and People of the Silver State

Factionalism (fac*tion«al*ism) - forming a group of Inhabitants (in*hab«i*tants) -one that inhabits a place, persons, usually a contentious minority within a especially as a permanent resident larger group Initiative (in-i-tia-ttve) - the right or procedure by which Fibrous (fi*brous) - full of sinews; tough legislation may be introduced or enacted directly by the people Filter (filter) - a porous material through which a liquid or gas is passed in order to separate the fluid from Inset (in«set) - an inflow, as of water, or a channel. suspended particulate matter Ipecac (ip«e*cac) - a medicinal preparation made from Flume (flume) - an open artificial channel or chute the dried roots and rhizomes of this shrub that is carrying a stream of water, as for furnishing power used to induce vomiting, particularly in cases of or conveying logs poisoning and drug overdose Fluxes (flux-es) - a mineral added to the metals in a Itinerant (i«tin«er«ant) - traveling from place to place, furnace to promote fusing or to prevent the especially to perform work or a duty formation of oxides Jalap (jal*ap) - a twining, eastern Mexican vine having Forage (for«age) - the act of looking or s earching for tuberous roots that are dried, powdered, and used food or provisions medicinally as a cathartic or laxative. Fossil (fos-sil) - a remnant or trace of an organism of a Kivas (ki«vas) - an underground or partly underground past geologic age, such as a skeleton or leaf chamber in a Pueblo village, used by the men imprint, embedded and preserved in the earth's especially for ceremonies or councils crust Latitude (latitude) - the angular distance north or Gatherers (ga«ther«ers) - one who gathers or collects south of the earth's equator, measured in degrees along a meridian, as on a map or globe Geologic (ge"0'log*ic) - of or pertaining to geology, or the science of the earth. Laudanum (laud«a«num) - a tincture of opium, formerly used as a drug Geologist (ge*ol»o*gist) - a specialist in geology Legalization (le'gah«za'tion) - made legal or lawful Geology (ge*o»lo»gy) - the science of the earth Legislated (leg«is'lat«ed) - created or brought about by Grinders (grin«ders) - one who sharpens cutting edges or as if by legislation Harbinger (har«bing«er) - one that indicates or Longitude (lon*gi«tude) - angular distance on the foreshadows what is to come; a forerunner earth's surface, measured east or west from the High grading (high grading) - surpassing in quality prime meridian at Greenwich, England, to the meridian passing through a position, expressed in Hobo camp (ho«bo camp) - a crudely built camp put up degrees (or hours), minutes, and seconds usually on the edge of a town to house the dispossessed and destitute during the depression Mano (ma«no) - a hand-held stone or roller for grinding of the 1930's corn or other grains on a metate Horticulture (hor'ti«cul*ture) - the science or art of Messiah (mes*si«ah) - a leader who is regarded as or cultivating fruits, vegetables, flowers, or ornamental professes to be a savior or liberator plants Metate (me-tat-e) - a stone block with a shallow Hydraulic (hydrau-lic) - of, involving, moved by, or concave surface, used with mano for grinding corn operated by a fluid, especially water, under or other grains pressure Midwife (mid«wife) - a person, usually a woman, who is Illuminated (iMum*i*nat«ed) - to provide or brighten with trained to assist women in childbirth light Migrated (mi«grat«ed) - to move from one country or Immigrated (im*mi«grat«ed) - to enter and settle in a region and settle in another country or region to which one is not native Millinery (mil-liirery) - the articles made or sold by Infrastructure (in«fra*struc«ture) - the basic facilities, milliners, as headdresses, hats or bonnets, laces, services, and installations needed for the ribbons, and the like functioning of a community or society, such as Millwrights (millwrights) - one that designs, builds, or transportation and communications systems, water repairs mills or mill machinery and power lines, and public institutions including schools, post offices, and prisons Molten (mol'ten) - made liquid by heat; melted Ingenuity (in«ge«nu»it'y) - inventive skill or imagination; Mortar (mor«tar) - a vessel in which substances are cleverness crushed or ground with a pestle

131 Nevada Riches: The Land and People of the Silver State

Nuclear Family (nu*cle'arfam«My) -family unit Prohibition (pro«hi«bi'tion) - the period (1920-1933) consisting of a mother and father and their children during which the 18th Amendment forbidding the manufacture and sale of alcoholic beverages was Observatory (ob'serva'tor'y) - a building designed in force in the United States. and equipped to observe astronomical phenomena Projectile (projectile) - a fired, thrown, or otherwise Obsidian (ob«sid*i*an) - a usually black or banded, hard propelled object, such as a bullet, having no volcanic glass that displays shiny, curved surfaces capacity for self-propulsion. when fractured and is formed by rapid cooling of lava Provinces (provinces) - a territory governed as an administrative or political unit of a country or an Oculist (o«cuMst) - a person skilled in testing for empire or areas of a country situated away from defects of vision in order to prescribe corrective the capital or population center glasses Quadrant (quad»rant) - an early instrument for Opiate (O'pi'ate) - any of various sedative narcotics measuring altitude of celestial bodies, consisting of containing opium or one or more of its natural or a 90° graduated arc with a movable radius for synthetic derivatives measuring angles Optical (op-ti-cal) - of or relating to sight; visual Quinine (qui»nine) - a bitter, colorless, amorphous Paleo-lndians (paMe'O-in'di'ans) - of or relating to powder or crystalline alkaloid derived from certain prehistoric human culture in the Western cinchona barks and used in medicine to treat Hemisphere from the earliest habitation to around malaria 5,000 B.C. Paleo-lndian cultures are distinguished especially by the various projectile points they Ramshackle (ranrshacHe) - so poorly constructed or produced kept up that disintegration is likely Rappelled (rap«peMed) - to descend from a steep Paleontology (pa«le*on«tol'0«gy) - the study of the height by this method by means of a belayed rope forms of life existing in prehistoric or geologic that is passed under one thigh and over the times, as represented by the fossils of plants, opposite shoulder so that it can be payed out animals, and other organisms. smoothly and gradually Panoramic (pan«or«am'ic) - of, pertaining to, or like, a Reclamation (recla«ma«tion) - the conversion of waste panorama or a picture or series of pictures land into land suitable for use of habitation or representing a continuous scene, often exhibited a cultivation part at a time by being unrolled and passed before the spectator Residency (res«i«den«cy) - the act of dwelling in a place Patent (pat«enf) - a grant made by a government that Respirable (res-pi-ra-ble) - fit for breathing confers upon the creator of an invention the sole right to make, use, and sell that invention for a set Reverberatory Furnace (re-ver-ber-a-tor-y funvace) - period of time used in smelting or refining in which the fuel is not in direct contact with the ore but heats it with a Pediculous-looking (pe«dicu«lous) - looking as if one flame blown over it from another chamber was infected with lice infecting humans Revitalized (re«vi«tal*ized) - restored to new life and Pestle (pes-tle) - a club-shaped, hand-held tool for vigor grinding or mashing substances in a mortar Rhyolite (rhyoHite) - a fine-grained extrusive volcanic Petroglyphs (pet«ro«glyphs) - a carving or line drawing rock, similar to granite in composition and usually on rock, especially one made by prehistoric people exhibiting flow lines Pithouses (pit'hous'es) - type of dwellings inhabited by Rills (rills) - a small brook; a rivulet the Anasazi from about AD 550 to 750 that later evolved into the kivas of later times. Roundhouse (round-house) - a circular building for housing and switching locomotives Pleistocene (pleis«to-cene) - from 11 thousand to 2 millions years ago; extensive glaciation of N Salinization (sa«lin'i«za'tion) - to treat with salt hemisphere; time of human evolution Saturated (sat'u«rat«ed) - unable to hold or contain Pothunters (pot«hunt*ers)- nonprofessional more; full archaeologists Seismically (seis*micaMy) - of, subject to, or caused Prehistoric (pre'his«tor«ic) - of, relating to, or belonging by an earthquake or earth vibration to the era before recorded history. Seismologist (seis*mo«lo*gist) - a scientist who studies earthquakes

132 Nevada Riches: The Land and People of the Silver State

Self-aggrandizement (self ag*grand*ize*ment) - the act Tailings (taihngs) - to set one end of (a beam, board, or practice of enhancing or exaggerating one's own or brick) into a wall importance, power, or reputation Talkies (talk-ies) - movies with a sound track Separator (sep«ar«a*tor) - an apparatus for sorting Telegrapher (te«legTa'pher) - someone who transmits pulverized ores into grades, or separating them from gangue messages by telegraph Tendon (ten«don) - a band of tough, inelastic fibrous Settler (set-tier) - a vessel, as a tub, in which tissue that connects a muscle with its bony something, as pulverized ore suspended in a liquid, attachment is allowed to settle Thermal (ther»mal) - relating to or associated with heat Sextants (sex*tants) - navigational instruments containing a graduated 60-degree arc, used for Thermometers (ther-monve'ters) - instruments for measuring the altitudes of celestial bodies measuring temperature, especially one having a graduated glass tube with a bulb containing a Shaman (sha«man) - a member of certain tribal liquid, typically mercury or colored alcohol, that societies who acts as a medium between the expands and rises in the tube as the temperature visible world and an invisible spirit world and who increases practices magic or sorcery for purposes of healing, divination, and control over natural events Topographical (top*o«graphM*cal) - concerned with topography, or a detailed, precise description of a Shanty (shan*ty) - a roughly built, often ramshackle place or region. cabin; a shack Trestles (trestles) - tower-like frameworks used to Silica (siM'ca) - a white or colorless crystalline compound, occurring abundantly as quartz, sand, support bridges flint, agate, and many other minerals and used to Tufa (tu'fa) - the calcareous and siliceous rock manufacture a wide variety of materials, especially deposits of springs, lakes, or ground water glass and concrete. Tule (tu'le) - any of several bulrushes of the genus Sinew (sin«ew) - a tendon Scirpus, growing in marshy lowlands of the Slag (slag) - the vitreous mass left as a residue by the southwest United States smelting of metallic ore Vagabond (vagabond) - a person without a Slough (slough) - the dead outer skin shed by a reptile permanent home who moves from place to place or an amphibian or an outer layer or covering that Velocipede (ve-loci-pede) - a tricycle is shed Velocity (ve«loci«ty) - Quickness of motion; swiftness; Smelter (smeRer) - an apparatus for smelting to melt speed or fuse (ores) in order to separate the metallic constituents Washboard (wasrvboard) - a board having a corrugated surface on which clothes can be rubbed Smoldering (smol«der«ing) - to burn with little smoke in the process of laundering and no flame Wattle (wat-tle) - a construction of poles intertwined Speculators (specu'la«tors) - one that speculates with twigs, reeds, or branches, used for walls, Springstone (spring«stone) - a compact and hard fences, and roofs variety of opaque stone often traversed by thin Wet Goods (wet goods) - goods from which water or veins of chrome or iron moisture may leak out Stamp mill (stamp mill) - a machine that crushes ore or Winnowing (windowing) - to separate the chaff from a building in which ore is crushed (grain) by means of a current of air Stratigraphy (stra«tigTa*phy) - the study of rock strata, WPA - Works Project Association - created to help especially the distribution, deposition, and age of provide economic relief to the citizens of the United sedimentary rocks States who were suffering through the Great Subjugation (sub«ju«ga'tion) - forced submission to Depression control by others Zoology (zo*ol*o«gy) - the branch of biology that deals Subsistence (sub«sis«tence) - a means of subsisting, with animals and animal life, including the study of especially means barely sufficient to maintain life the structure, physiology, development, and classification of animals

133 Nevada Riches: The Land and People of the Silver State

ACTIVITIES

Introduction

Prior to viewing the CD-ROM, assess students' background knowledge of Nevada and its history. Distribute copies of the K-W-L chart (see Appendix). Ask students to tell you everything they know about the state. You may want to use poster board or an overhead projector for the activity. After completing the K column, ask students to list WHAT (W) they would like to find out about the state. The L (LEARNED) column can be filled out after viewing each section of the CD-ROM.

Have the students turn the statements in the W column into questions and give possible answers to them. After viewing, the students can compare their answers with those in the CD-ROM. (See Appendix for chart.)

Also familiarize yourself with a list of activities and charts that may be used throughout the study of the history of the Silver State.

Summarizing Each Section

• After viewing each sub-section of the CD-ROM, small groups of students (2-4) will summarize the material in that sub-section. Students may present their summary of the material in a variety of ways - a web or map, puppets, diorama, mural, dance, or script for Reader's Theater

Reader's Theater

Reader's Theater is a presentation of text that is expressively read aloud by two or more readers. Students take the original text and develop a script from the text. Dramatic license will, of course, have to be taken in the adaptation of the text but its essence remains the same. Reader's Theater makes expository texts come alive through oral interpretation by painting images of the events and actions in the minds of the students.

(You will find scripts that have been adapted on the Internet. Also, The Reading Teacher, Vol.46, No.5, February 1993 gives an excellent description of Reader's Theater. This can be found at the International Reading Association website.)

Writing Suggestions

Throughout the Study Guide students are asked to write and to make "presentations" to the class. Below are some suggestions of various forms this can take:

Ads Obituaries Telegrams Editorials Poetry Skits (drama) Post Cards Bulletin Boards TV Commercials Invitations Songs TV Program Newspaper Announcements Reactions Articles Interviews Debates Pamphlets Newscasts Nevada Trivia Advice Column (nightly news) Essays Quiz Show (So Oral Reports you want to Flyers be...) Newspaper Bumper Stickers Headlines Wanted Posters

135 [ Nevada Riches: The Land and People of the Silver State I

Vocabulary

For each of the vocabulary words listed in each section of the Teacher's Guide ask students to copy the words in column one of the Vocabulary Rating Scale (see Appendix- Charts) and place a check in the box that best describes their familiarity with the words. Jeopardy format - give the definition of a vocabulary word and ask students to give the word that matches. Divide the class into two groups. Say the first word and the first team to accurately define the word wins a point. Continue until all words have been defined. Play a game of Concentration - Have pairs of students write all the words on 3x5 cards and turn them face down. When a student matches a word, he/she gets a point. If he/she can define the word and use it in a sentence, five additional points are earned. Create word puzzles

Say Something

Benefit: Promotes comprehension and increases interest. Organization: Students work in pairs or small groups.

Procedure (Teacher): • Select a sub-section of the CD-ROM you want students to view and read.

Procedure (Students): • Students make a decision about how many photos to view and text to read before stopping to respond. • Each member of the group must then "say something" about the photos and text. • Students may chose to take turns reading the selected text aloud to each other. If so, continue as before, stopping at a predetermined point in the text. Students again "say something" about the text and photos viewed. This process continues until they have viewed and read all the material in the sub-section.

Captions

• Throughout the CD-ROM students will find photos or images that appeal to them. Students can write captions describing or explaining the content and subject of the image(s). They can also work in pairs describing the photo to each other. This is an excellent way for students to expand upon the text.

Plan an Exploration or Expedition - (small group activity)

Go back to the time when the Nevada Territory was being charted or mapped by the early explorers and people were setting forth on expeditions to California.

In your small groups, organize an exploration or expedition: • How many people and whom would you take? Why? • What resources (food, clothing, belongings, etc.) would you take? Why? • What means or mode of transportation would you use? Why? • What time of the year would you start? Why? • How long do you think it will take you to reach your destination? • How far would you travel in a day? • What natural "barriers" - mountains, rivers, temperatures - would you encounter? • How would you "overcome" them?

136 Nevada Riches: The Land and People of the Silver State

• Draw a map of your route. • Write a journal of your explorations if you choose to be an explorer. Write or keep a journal of you chose to go on an expedition.

Each group will present a report to the class.

(Early maps, as well as a current or recent map of the state, will be helpful with this activity.)

Expeditions

• Choose one of the early expeditions in the state and assume that you are going on that particular expedition. Working in small groups (3-5), discuss such things as why you are going, where, supplies needed, transportation, barriers you might encounter, roles of men and women on the journey, time of the year, weather, and problems. (This may require additional research.) • Draw a map showing your route. • Write letters home or newspaper articles telling about your trip.

County Place Names

Note: These activities can be done in small or larger groups.

• The names of some of the counties in Nevada have changed over the years and some have remained the same as they were originally named. Choose a county and trace the history of the name of your county and write it in an outline map of your county. • Draw a map of your county, noting its physical/topographic features, rainfall, the fauna (animals) and flora (plants) of the area. Also, show the location of the towns, cities and any particular points of interest in your selected county • Some of the counties in the state are very much like yours, other are somewhat different, and others are completely different from yours. Study a map of the state noting those counties that are like, somewhat like, and completely different from yours and make a chart showing these differences. Discuss. • On a sheet of paper, list all the counties in Nevada. Using a map of the state, measure the distance of your county from the others. (Use a distance scale at the bottom of the map and use one team for each county.) • List all the counties on large pieces of chart/butcher paper and tape them up so that each team can write its findings beside the name of each county. • What is the population of your county? Has it grown or decreased in population since it was originally founded? Why? Make a bar graph indicating those changes in ten (10) year cycles since it's beginning. (Any graphic representation is acceptable.)

Mining/Early 20th Century

The discovery of gold and silver has a tremendous impact on the history of Nevada. These discoveries had both positive and negative (good and bad) implications.

• Make a list of all of the major gold and silver discoveries in the state and list their positive and negative influences on the state and the people. • Write a letter to the editor of the local newspaper for and against each. Be sure to discuss why you feel the way you do, discussing the good and bad aspects of a miner's life. • You are the editor of the local newspaper. Write an editorial for or against the miners in their struggle or for the owners of the mines. • Write a letter to one of Nevada's Congressmen at that time in support of the miners' attempt to unionize or in support of the mine owners.

137 Nevada Riches: The Land and People of the Silver State

• Form debate teams in support of the miners or the mine owners. (Be sure to consider why Nevada was admitted as a state when it was.)

Mining Towns

When gold was discovered in California in 1849, it sparkled peoples' dreams of untold riches and they packed their belongings and headed for The Promised Land. Then in 1859, gold and silver were discovered in Nevada igniting another spark for riches. They early adventurers started many mining towns throughout the state. Just as quickly as they appeared, many of them disappeared leaving several, historic mining towns that are still in existence. On a blank map of the state, pinpoint or name these towns and the dates they were established.

Searchlight, 1897 Goldfield, 1902 Virginia City, 1859 Rhyolite, 1905 Eureka, 1864 Ely, 1867 Pioche, 1869 Silver Peak, 1864 Tonopah, 1900 Austin, 1862 Berlin, 1900

Map Study

The Nevada Commission on Tourism divided the state into six territories:

Reno-Tahoe Territory Cowboy Country Pony Express Territory Pioneer Territory Las Vegas Territory Indian Territory

The Nevada Commission on Tourism has a separate map for each one of them. The territories are also included in the 1999 visitor's guide entitled "Nevada". Having these maps to study as students view the different sections of the CD-ROM will greatly enhance their understanding of the state's history.

Reno-Tahoe Territory

The Reno-Tahoe Territory begins in the north at Smoke Creek and the Black Rock Desert and extends to Wellington in the south. It is bordered on the east by the towns of Gerlach, Empire, Wadsworth, Wellington, and Las Vegas. Using a colored marker, draw this territory on a blank map of the state.

Students should be able to name and pinpoint the following on a map of this territory:

• The two most important lakes in the territory. • The most important towns and cities • The first Mormon settlement in the state. • The state and Interstate Highways that connect these towns and cities.

Pioneer Territory

This section of Nevada is described in a travel brochure "No other of Nevada's territories captures the essence and flavor of the Silver States "boom and bust" mining history than does this vast slice of central Nevada. This is truly the heart of the wild west, where the only law was a blazing six-gun and fortunes were made or lost in the span of a day." The territory stretches from Yerington in the northwest to Pahrump in the southwest. It is the largest of the five territories that comprise Nevada.

138 Nevada Riches: The Land and People of the Silver State

After studying a map of this territory, students should be able to identify:

• Major towns and cities and indicate why they are important to the history of the state. • State and U.S. Highways that connect these towns. • Lakes, dams, state parks and mining towns. • ET highway and the towns and cities it crosses.

Pony Express Territory

The Nevada Tourist Guide describes the Pony Express Territory as an "open-air museum of natural history and western Americana". The territory crosses central Nevada. The main route is U.S. Highway 50, the old route of the Pony Express that began in St. Joseph, Missouri and ended in Sacramento, California.

Where did the Pony Express tract begin and end? Why has this route been described as "The Loneliest Road in America"? What are some of the natural resources and mining towns along the route? What is the elevation of Wheeler Peak? What are the Lehman Caves? What is the "pride and joy" of Ely? When was Eureka founded?

Cowboy Country

The vast ranch lands scattered throughout Cowboy Country capture the spirit of the Old West. The Humboldt River's course defines the Cowboy Country. Many emigrants' lives were defined by the river on their way west to seek their fortune in California and where they returned after "lost dreams". Interstate 80 goes through the heart of Cowboy Country.

Why is the Cowboy Country important or significant to the history of Nevada? Choose one major town in Cowboy Country and briefly tell its history or origin. Why is the Cowboy Country also known as the center of Basque shepherding? Describe a sheepherder's lifestyle. Why is Battle Mountain famous today?

Las Veoas Territory

Las Vegas didn't just happen. It was the dream of several people who had a vision of what it could become- the world's playground. Mesquite borders Las Vegas on the north and Laughlin borders it to the south on the Arizona border.

Who were some of the people who helped create Las Vegas? What was their dream for the city? What was the greatest problem the developers of Las Vegas had to overcome? How did Franklin D. Roosevelt's New Deal program help? What city was created when Hoover Dam was being constructed or built? How were the laws governing Boulder city different from those in Las Vegas? What city now somewhat "resembles" Las Vegas as a major gambling center? When was Hoover Dam begun and completed? Name the major towns or cities within the territory. How has the military contributed to the growth of Las Vegas? Do you agree with this growth? Students must give reasoned, logical answers.

139 Nevada Riches: The Land and People of the Silver State ||

Indian Territory

For countless thousands of years, beginning with the prehistoric Anasazi (Ancient Ones), Native Americans have called Nevada home. The territory extends from Summit Lake in the far northwest to the Fort Mohave Reservation at the southern tip of the state. These ancient ones left behind few clues about their lifestyle except for petroglyphs.

• What are "petroglyphs"? • Why are they important? • Name the major Native American cultures that existed in the state in prehistoric times and the ones that exist today. • Choose one Native American culture and describe its lifestyle. • On a blank map of the state, draw lines representing where the various tribes lives (use different colors for each section). • Indicate the Indian reservations and colonies in different colors. Name the cultural centers, state parks, museums, and natural resources located within the Indian Territory.

State Symbols

• Each student will make a set of flashcards with a state symbol illustrated on one side and it's meaning on the other. Working in pairs, students can work to memorize the symbols and their meanings. • Students can also write a report on one of the state's symbols and present the report to the class. (Students can create their own way of presenting the report.) • Small groups of students, one for each symbol, will research the history and meaning of the symbol and present a report to the class. Ask each group to agree or disagree with the symbol chosen by the state to represent it. If they disagree, have them create a different symbol and explain why.

Native Cultures

• Nevada has been inhabited by native cultures for thousands of years. On a blank map of the state indicate the location of each of these cultures. • List each of these cultures on a sheet of paper and then describe the contribution each has made to the history of the state. • Draw a time line or chart of Nevada's earliest civilizations. • Students can be divided into small groups to research and create a model, mural, or diorama of each of the native cultures.

Native American Legends

• Read "Arrow to the Sun" (Gerald McDermott) about the origin of the sun in Native American legend. • Divide the class into small group and give each group a piece of poster board and several pieces of different colored construction paper. Each group is to retell the legend of the "Arrow to the Sun" by tearing the colored construction paper into geometric designs and gluing them to the poster board. • Each team can also research the various legends of the Native Americans in Nevada and create additional posters.

Animals

• Animals were very important in the daily lives of the Native Americans in Nevada. Teams of 2-4 students will select one animal important to one of the tribes and fill out a Habitat Chart. (See Appendix- Charts) Their findings can be reported to the class using murals, dioramas, or puppets.

140 I Nevada Riches: The Land and People of the Silver State

Interviewing Famous/Not So Famous People • In sections of the CD-ROM, some famous and some not so famous people appear. Students, working in pairs, will choose one person to be interviewed. Each pair will research the person and write interview questions. Using a Talk Show format, one person will act as the host and the other as the guest. Using previously agreed upon questions, the class will interview the guest personality. • After each interview, small groups of students will choose one of the personalities and write a newspaper article about the person. • Collect all the articles and make one class newspaper. (Be sure to give your newspaper a name.) • Students may choose to illustrate their newspaper story. • As an alternative, the short biographies may be collected and made into a book.

Games

Research the kinds of games children played in the early history of Nevada. Small group of students will teach a game to the class. Discuss how the class felt about these games. Why did they feel the way they did about the games?

Discuss the kinds of games children play today. How are these games different and why? What does this tell about children then and now? Why do you think this is the case?

Make a THAT WAS THEN/THIS IS NOW chart. (See Appendix.)

Do a Discussion Web (see Appendix) on the issue, "Children today have lost their childhood" or "Children today have grown up too quickly, not knowing what it means to be a child."

Newspaper

Many people have contributed, some positively and some negatively, to the history of Nevada. Throughout all sections of the CD-ROM, you will "meet" these people through newspaper articles, and even their obituaries.

In each section, choose one person and read newspaper articles and obituaries from the time period. Create a personality profile of the person, noting his/her positive and negative characteristics. Then, write a descriptive paragraph about the person and present an oral report to the class, using visuals or other props. Students may also want to dress as the person, using clothes from that time, and "come back from the grave" to tell the class his/her reactions or feelings about what was written about them in the articles and/or obituaries. Each "person" could also write a new article or obituary about himself/herself, and write a different headline than the one that was written. This activity can be done individually or in small groups. If done in groups, students could do a Reader's Theater about himself/herself. (See Appendix.)

(Your school librarian, town newspaper or librarian, and the Nevada Historical Society, will be useful here.)

Fact and Opinion

Many times in newspaper articles, and even in obituaries, things that are written about a person will include facts and some opinions.

Choose a person from one of the sections of the CD-ROM and research what was written about the person in an article(s) or an obituary. Then, fill out a FACT/OPINION chart and rewrite an article or obituary about the person.

141 Nevada Riches: The Land and People of the Silver State

Music

As a research project, students explore the music or songs that were popular in the early history of the Silver State. Have them present these songs to the class, analyzing the lyrics or words. What themes or issues did they "talk" about? Why?

What are the themes of today's music? Do a THAT WAS THEN/THIS IS NOW chart. Why is there a difference? Is this good or bad? Why?

Journal Writing

If you have not already done so, introduce your students to journal writing. Discuss the purpose of journal writing, especially for explorers and pioneers. Explain that journals express ideas, opinions, and dreams. They are also a source for later generations to understand what, how, and why things happened as they did in the past.

Throughout the Study Guide students will be asked to assume the role of an explorer, pioneer, military person, or some other people, and keep a journal. Ask the students to include a statement of why they went on the "journey" and what they hoped the consequences would be. Did they live long enough to see their dreams fulfilled? Have them consider the question: If I had it to do over again, I would/would not have undertaken this "journey". Why? Why not?

Have students keep a journal of their own "explorations" (what they have learned) for each section of the CD-ROM.

Character Journal

A character journal is a written diary kept by the student (viewer/reader) as he/she assumes the role of one of the characters encountered throughout this CD-ROM. The student reflects upon the actions, emotions, and reactions of the chosen character. Students are encouraged to be creative in their responses. • Become the main character and record thoughts, feelings, and reflections through the character's voice. • Identify the section of the CD-ROM for each journal entry. • Choose an episode to relive. Write in the first person. • Feel free to write whatever you are thinking, as you become the character. You may say the things you feel in the roll of the character. • Use parentheses () following your character entry to express your own personal thoughts on the actions, motives, decisions, or feelings of the character. Use this option as a means of being and expressing yourself.

This could also be used as an interesting and stimulating research topic to be shared with the class.

Students could also assume the role of that character, dressing as that person would, and play the game of 20 Questions to guess the identity of the character. Adapted from: California Reading Association. California Young Reader Medal Packet 1997-1998.

Talk Show

Students develop a talk show about a specific person, time period, or event.

• One group of students will write questions to be asked by the talk show host. • The talk show host interviews the expected guest or panel of guests who will serve as the authority on the topic.

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• This format can also be used to discuss or debate the pros/cons of a character's actions.

Questions

After viewing the images and reading the text from a section or subsections of the CD-ROM have small groups of students (2-5) write questions, one to a card, about the section or subsection and write the answer on the back of each card. Each team will take turns asking its questions and the team that answers the most questions correctly "wins".

Sequence of Events

Have small groups of students (2-4) choose an event- exploration, expedition, trail, or movement and write one significant event on a 3x5 card until all the events have been covered. Each group will scramble its cards and pass them to another group that will place them in their proper sequence, and tell why they arranged the cards the way they did. Continue this process until each group has had its turn.

At the end of the activity, each group will make a collage of its event.

As a writing activity, ask each group (collectively) to write a paragraph describing its event and why it is important.

Name that Person or Event

Divide the class into small groups (2-5) and have them select a person or event being studied in the CD- ROM. On a 3x5 index card each group will write the name of the person or event. On the back of the card they will list facts, details or conclusions about the person or event. Each group will give one clue. If the name of the person or event in not guessed by the other groups, then another clue is given until a group gives the correct answer. Then it's another group's turn. The group that correctly identifies the most events or persons wins.

Who Am I?

Divide the class into small groups (2-5). Select significant people from the section of the CD-ROM you are studying. Place each name on a separate piece of paper and fold it up so that no group knows which person it is getting. If enough information about the person is not given, the group may need to do additional research in order the fill out the Personality Chart (see Appendix).

After completing the chart, each group will give one clue from any section of the chart. If the person is not guessed, then another clued is given until the person's name is identified. Then, another group gets its turn until all teams have had the opportunity to present its person.

When the "game" has been completed have each group choose a way of giving a report of its person to the class. Give them the opportunity to be creative in their presentation.

Create a Newspaper or Magazine

Throughout the CD-ROM there are topics or people that would make excellent newspaper articles or featured magazine stories. Use the newspaper format of Who? What? When? Where? and Why? (add How? if appropriate.)

The class can create a newspaper and/or magazine about a specific time period. Each student or group of students can write articles reflecting everything occurring during that period. Others can write advertisements, want ads, editorials, and illustrations of the period chosen.

143 Nevada Riches: The Land and People of the Silver State

On-The-Spot-Reporting

On-the-spot reporting is a significant part of newscasts. Have students assume the role of a reporter and do an "on-the-spot" report of an important event or person in a section or sub-section of the CD-ROM. Make sure the reporters have done their "homework" - know the names, backgrounds, and have written their script. (Unsuitable material or language will not be allowed.)

Prior to doing this activity, it would be interesting and helpful to invite a newspaper reporter to come to class and talk about all that goes into doing an "on-the-spot" report. The reporter could also give the students pointers about the delivery of the report. Be sure to follow the news format - Who? What? Where? When? How? and Why?

Family Tree

Trace your family's geographic journal from generation to generation. Why did they move from the old country? Which one? Where did they land or enter the United States? How did they travel? How long did it take? What were their traveling conditions? What opportunities did they think awaited them? Were their dream fulfilled? Why? Why not? How did they maintain their own culture as well as adapted to a new culture? How or what did they do to fit into their new environment? Change their names or the spelling of their names? (Fill out the chart- see Appendix.)

Have each student draw a family tree for his/her own family and then give an oral report to the class. Students may want to bring things or artifacts to show the class that the family still has from the "old country".

As unique or special as each family's story is, there are some things that each has in common. Make a list of the things that are common and the things that are different.

Your community is made-up of different nationalities. Make a list of them and where they came from. How do you, in your community, celebrate these various cultures?

Family Tree Writing Activity

Is there anyone in your family tree whom you would consider an explorer or pioneer? Why? Make a list of these people and the characteristics they had. Then, write a descriptive paragraph about one of them telling why you consider the person an explorer or pioneer.

What Do You Know? In Conclusion

Divide the class into 2-3 teams, depending on the size of the class. Create 10-20 questions about each of the six territories into which the state was divided. (Obtain these from the Nevada Commission on Tourism.) Post a large outline map on the wall for each team. The team that answers the most questions correctly about each territory wins a cutout of the territory to be posted or glued to its outline map of the state. The team that completes the map of the state first wins. This activity will require students to synthesize the information presented in the CD-ROM along with the information presented in the separate territorial maps. Incorporating the information in the CD-ROM and the maps of the territories will give students a more comprehensive understanding of the history of Nevada.

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134 Nevada Riches: The Land and People of the Silver State I

Additional Nevada Resources - Publications General Nevada History Bowers, Michael Wayne. The Sagebrush State: Nevada's History, Government, and Politics. Reno: University of Nevada Press, 1996. Casper, Scott E. and Richard O. Davies. Of Sagebrush & Slot Machines: This Curious Place Called Nevada. Needham Heights, MA: Simon & Schuster Custom Publishing, 1997. Elliott, Russell R. and William D. Rowley. History of Nevada. Lincoln: University of Nebraska, 1987. Elliott, Russell R. Nevada's Twentieth-Century Mining Boom; Tonopah, Goldfield, Ely. Reno: University of Nevada Press, 1988. Green, Michael S. and Gary E. Elliott, eds. Nevada: Readings and Perspectives. Reno: Nevada Historical Society, 1997. The Historical Nevada Magazine: Outstanding Historical Features from the Pages of Nevada Magazine. Carson City: Nevada Magazine, 1998. Hulse, James W. Forty Years in the Wilderness: Impressions of Nevada, 1940-1980. Reno: University of Nevada Press, 1986. Hulse, James W. The Nevada Adventure: A History. 6th ed. Reno: University of Nevada Press, 1990. Hulse, James W. The Silver State: Nevada's Heritage Reinterpreted. 2nd ed. Reno: University of Nevada Press, 1998. Laxalt, Robert. Nevada: A Bicentennial History. Reno: University of Nevada Press, 1991. Shepperson, Wilbur S., ed. East of Eden, West ofZion: Essays on Nevada. Reno: University of Nevada Press, 1989 Shepperson, Wilbur S. Mirage-Land: Images of Nevada. Reno: University of Nevada Press, 1992. Thompson, David. Nevada Events, 1776-1895. Reno: Grace Dangberg Foundation, 1987. Thomson, David. In Nevada: The Land, the People, God, and Chance. New York: A.A. Knopf, 1999. Topical Nevada History: People: Balboni, Alan. Beyond the Mafia: Italian Americans and the Development of Las Vegas. Reno: University of Nevada Press, 1996. Blachley, Annie. Good Medicine. Four Las Vegas Doctors and the Golden Age of Medicine. Reno: Greasewood Press, 2000. Boutte, Marie I. "Festas do Espirito Santo: Portuguese Celebrations in Nevada," in Halcyon 1992. Reno: The Nevada Humanities Committee and the University of Nevada Press, 1992. Brown, Mrs. Hugh. Lady in Boomtown. Reno: University of Nevada Press, 1968. Call, Frank Wendell. Gandydancer's Children: A Railroad Memoir. Reno: University of Nevada Press, 2000. Cerveri, Doris. Nevada: A Colorful Past. Sparks, NV: Dave's Printing & Publishing, 1975, 1990. . The Ways of an Indian. Kingman, AZ: Nostalgia Press, 1999. • With Curry's Compliments, the Story of Abraham Curry. Elko, Nevada: Nostalgia Press, 1990. Chan, Loren B. Sagebrush Statesman: TaskerL. Oddie of Nevada. Reno: University of Nevada Press, 1973. Chronkite, Daniel. Recollections of a Young Desert Rat: Impressions of Nevada and Death Valley. Verdi, NV: Sagebrush Press, 1972. Davies, Richard O., ed. The Maverick Spirit: Building the New Nevada. Reno: University of Nevada Press, 1999.

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DeQuille, Dan. Dan DeQuille of the Big Bonanza. San Francisco: Book Club of California, 1980. Douglass, William A. and Robert A. Nylen, eds. Letters from the Nevada Frontier: Correspondence of TaskerL. Oddie. Norman: University of Oklahoma Press, 1992. Dwyer, Richard A. and Richard E. Lingenfelter. Dan DeQuille: The Washoe Giant: A Biography and Anthology. Reno: University of Nevada Press, 1990. Edwards, Jerome E. Pat McCarran, Political Boss of Nevada. Reno: University of Nevada Press, 1982. Elliott, Russell R. Growing Up in a Company Town. Reno: Nevada Historical society, 1990. Elliott, Russell R. Servant of Power, a Political Biography of Senator William M. Stewart. Reno: University of Nevada Press, 1983. Ellison, Robert W. Territorial Lawmen of Nevada. Minden, NV: Hot Springs Mountain Press, 1999. Gratton-Aiello, Carolyn. "The Chinese Community of Pioche, 1870-1900," Nevada Historical Society Quarterly, 39:3 (Fall 1996). Hadley, C. J. Trappings of the Great Basin Buckaroo. Reno: University of Nevada Press, 1993. Hittman, Michael. The Yerington Paiute Tribe: A Numa History. Yerington, NV: Yerington Paiute Tribe, 1984. Hopkins, Sarah Winnemucca. Life Among the Piutes: Their Wrongs and Claims. Reno: University of Nevada Press, 1994. Howard, Anne Bail. The Long Campaign: A Biography of Anne Martin. Reno: University of Nevada Press, 1985. Inter-Tribal Council of Nevada. Nevada History, the Nevada Indian Perspective. Reno: The council, 1978. Inter-Tribal Council of Nevada. Newe: A Western Shoshone History. Reno: Inter-Tribal Council of Nevada, 1976. Inter-Tribal Council of Nevada. Numa: A Northern Paiute History. Reno: Inter-Tribal Council of Nevada, 1976. Inter-Tribal Council of Nevada. Nuwuvi: A Southern Paiute History. Reno: Inter-Tribal Council of Nevada, 1976. James, Ronald M. and C. Elizabeth Raymond, eds. Comstock Women: The Making of a Mining Community. Reno: University of Nevada Press, 1998. Johnson, Edward C. Walker River Paiutes: A Tribal History. Schurz, NV: Walker River Paiute Tribe, 1975 Kintop, Jeffrey and Guy Louis Rocha. The Earps' Last Frontier: Wyatt and Virgil Earp in the Nevada Mining Camps, 1902-1905. Reno: Great Basin Press, 1989. Lewis, Oscar. Silver Kings: The Lives and Times ofMackay, Fair, Flood, and O'Brien, Lords of the Nevada Comstock Lode. Reno: University of Nevada Press, 1986. Lingenfelter, Richard E. The Hardrock Miners, a History of the Mining Labor Movement in the American West, 1863-1893. Berkeley: University of California Press, 1974. Loverin, Janet I. and Robert A. Nylen. To Clothe Nevada Women, 1860-1920. Carson City: Nevada State Museum, 1990. Miranda, M. L. A History of Hispanics in Southern Nevada. Reno: University of Nevada Press, 1997. Moody, Eric N. Southern Gentleman of Nevada Politics: Vail M. Pittman. Reno: University of Nevada Press, 1974. Nevers, Jo Ann. Wa She Shu: a Washo Tribal History. Reno: Inter-Tribal Council of Nevada, 1976.

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Raymond, C. Elizabeth. George Wingfield: Owner and Operator of Nevada. Reno: University of Nevada Press, 1992. Rodriquez, Thomas. Hispanic Profiles in Nevada History, 1829-1991. Las Vegas: Latin Chamber of Commerce, 1991. Rowley, William D. Reclaiming the Arid West: The Career of Francis G. Newlands. Bloomington, IN: Indiana University Press, 1996. Rusco, Elmer. "Good Time Coming?": Black Nevadans in the Nineteenth Century. Westport, CT: Greenwood Press, 1975. Rusco, Elmer and Sue Fawn Chung. Eds. Ethnicity and Race in Nevada, 1986-1987. Reno: University of Nevada Reno, Getchell Library, Special Collections, 1987. Sanborn, Margaret. Mark Twain: The Bachelor Years. New York: Doubleday, 1990. Shepperson, Wilbur S. Restless Strangers: Nevada Immigrants and Their Interpreters. Reno: University of Nevada Press, 1970. Smith, Philip Dodd. The Sagebrush Soldiers: Nevada's Volunteers in the Civil War. West Chester, PA: P. D.Smith, 1981. Sohn, Anton P. The Healers of 19th Century Nevada. Reno: Greasewood Press, 1997. Strobridge, Idah M. Sagebrush Trilogy: Idah Meacham Strobridge and Her Works. Reno: University of Nevada Press, 1990. Tchudi, Stephen. Community in the American West. Reno: Nevada Humanities Committee, 1999. Watson, Anita Ernst. Into Their Own: Nevada Women Emerging Into Public Life. Reno: Nevada Humanities Committee, 2000. Wheat, Margaret M. Survival Arts of the Primitive Paiutes. Reno: University of Nevada Press, 1967. Zanjani, Sally Springmeyer. "Ghost Dance Winter" and Other Tales of the Frontier. Reno: Nevada Historical Society, 1994. . Jack Longstreet: Last of the Desert Frontiersman. Reno: University of Nevada Press, 1994. . A Mine of Her Own: Women Prospectors in the American West, 1850-1950. Lincoln: University of Nebraska Press, 1997. Places: Bennett, Dana R. Forward With Enthusiasm: Midas, Nevada, 1907-1995. Reno: Great Basin Press, 1995. Billeb, Emil W. Mining Camp Days: Bodie, Aurora, Bridgeport, Hawthorne, Tonopah, Lundy, Masonic, Benton, Thome, Mono Mills, Mammoth, Sodaville, Goldfield. Berkeley, CA: Howell-North Books, 1968. Bowers, Martha H. History of Central Nevada: An Overview of the Battle Mountain District. Reno: Nevada State Office, Bureau of Land Management, 1982. Bruner, Firmin. Some Remembered - Some Forgot: Life in Central Nevada Mining Camps. Carson City: Nevada State Park Natural History Association, 1974. Carlson, Helen S. Nevada Place Names: A Geographical Dictionary. Reno: University of Nevada Press, 1985. Greenwood, Robert. Nevada Post Card Album: Photographic Views of Nevada, 1903-1928. Reno: Fred Holabird Americana, 1998. History West. Overland Route, Lake Tahoe Line: Shortest Route Across the Center of the Country, Chicago-San Francisco. North Highlands, CA: History West, 1981.

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Hopkins, A. D. and K. J. Evans, eds. 77?e First 100: Portraits of the Men and Women Who Shaped Las Vegas. Las Vegas: Huntington Press, 1999. International Society of the Daughters of Utah Pioneers. The Las Vegas Fort. Salt Lake City: International Society, Daughters of Utah Pioneers, 1994 James, Ronald M. The Roar and the Silence: A History of Virginia City and the Comstock Lode. Reno: University of Nevada Press, 1998. . Temples of Justice: County Courthouses of Nevada. Reno: University of Nevada Press, 1994. James, Steven R. et al. Prehistory, Ethnohistory, and History of Eastern Nevada: A Cultural Resources Summary of the Elko and Ely Districts. Washington, D.C.: Bureau of Land Management, 1981. Jones, Florence Lee. Water: A History of Las Vegas. Las Vegas: Las Vegas Valley Water District, 1975. Kling, Dwayne. The Rise of the Biggest Little City: An Encyclopedic History of Reno Gaming, 1931-1981. Reno: University of Nevada Press, 1999. Knudtsen, Molly Flagg. Here is Our Valley. Reno: University of Nevada, Reno, College of Agriculture, 1985, Land, Barbara and Myrick Land. A Short History of Las Vegas. Reno: University of Nevada Press, 1999. . A Short History of Reno. Reno: University of Nevada Press, 1995. Mallea-Olaetxe, Joxe. Speaking Through the Aspens: Basque Tree Carvings in Nevada and California. Reno: University of Nevada Press, 2000. McCracken, Robert D. A History of Railroad Valley, Nevada. Tonopah, NV: Central Nevada Historical Society, 1996. McDonald, Douglas. Nevada Lost Mines & Buried Treasures. Las Vegas: Nevada Publications, 1981. Miller, Donald C. Ghost Towns of Nevada. Boulder, CO: Pruett Pub. Co., 1979. Moehring, Eugene P. Resort City in the Sunbelt: Las Vegas, 1930-2000. 2nd ed. Reno: University of Nevada Press, 2000. Moody, Eric N. Flanigan: Anatomy of a Railroad Ghost Town. Susanville, CA: Lahontan Images, 1985. Olds, Sarah E. Twenty Miles From a Match: Homesteading in Western Nevada. Reno: University of Nevada Press, 1978. Paher, Stanley. Las Vegas, As it Began - As It Grew. Las Vegas: Nevada Publications, 1971. . Nevada Ghost Towns & Mining Camps. Las Vegas: Nevada Publications, 1993. . Nevada Towns & Tales. Las Vegas: Nevada Publications, 1982. Patterson, Edna B. Nevada's Northeast Frontier. Reno: University of Nevada Press, 1991. Reid, Harry. Searchlight: The Camp That Didn't Fail. Reno: University of Nevada Press, 1998. Rowley, William D. Reno: Hub of the Washoe Country. Woodlands Hills, CA: Windsor Publications, 1984. Schreier, Nancy. Highgrade: The Mining Story of National, Nevada. Glendale, CA: A. H. Clark Co., 1981. Shamberger, Hugh. Historic Mining Camps of Nevada. Carson City: Nevada Historic Press, 1981. Smith, Regina C. et al. Prehistory and History of the Winnemucca District: A Cultural Resources Literature Overview. Reno: Nevada State Office of the Bureau of Land Management, 1983. Stewart, Louise B. The History of Pahranagat Valley. Provo, Utah: J. Grant Stevenson, 1979 Taylor, Richard B., compiler. Laughlin, Nevada History. Las Vegas: R. B. Taylor, 1987. Tingley, Joseph V. Outline of Nevada Mining History. Reno: Mackey School of Mines, 1993.

148 Nevada Riches: The Land and People of the Silver State

Townley, John M. Tough Little Town on the Truckee: Reno 1868-1900. Reno: Great Basin Studies Center, 1983 Winchell, Bessie. Now and Then. [Deeth, NV] Prineville, OR: Bonanza Publishing, 1986. Zanjani, Sally Springmeyer. Goldfield: The Last Gold Rush on the Western Frontier. Athens, OH: Swallow Press/Ohio University Press, 1992. Events: BeDunnah, Gary P. Nevada Mining History: A Documentary Approach. Carson City, Nevada Department of Minerals, Nevada Department of Education, and Nevada Mining Association, 1980. Fletcher, F. N. Early Nevada: The Period of Exploration. Reno: University of Nevada Press, 1980. Fence Post to Fiber: Histories of the Telephone Industry in Nevada, 1887-1997. Nevada: Nevada Telecommunications Association, 1998. Fey, Marshall. Slot Machines, an Illustrated History of America's Most Popular Coin-Operated Gaming Device. 5th edition. Las Vegas: Nevada Publications, 1983. Highton, Jake. Nevada Newspaper Days: A History of Journalism in the Silver State. Stockton, CA: Heritage West Books, 1990. McBride, Dennis. Hard Work and Far From Home: The Civilian Conservation Corps at Lake Mead, Nevada. Boulder City, NV: Boulder Images, 1995. Moody, Eric N. and Robert A. Nylen. Brewed in Nevada: A History of the Silver State's Beers and Breweries. Carson City: Nevada State Museum, 1986. Moreno, Richard. The Nevada Trivia Book. Baldwin Park, CA: Gem Guides Book Company, 1995. Myrick, David. Railroads of Nevada and Eastern California: Vol. I, The Northern Roads. Vol. II, The Southern Roads. Reno: University of Nevada Press, 1992. The Pony Express in Nevada. Washington, D.C.: U.S. Department of the Interior, Bureau of Land Management, 1981. Stevens, Joseph E. Hoover Dam: An American Adventure. Norman: University of Oklahoma Press, 1988. Swan, Sheila. Neon Nevada. Reno: University of Nevada Press, 1994. Titus, A. Constandina. Bombs in the Backyard: Atomic Testing and American Politics. Reno: University of Nevada Press, 1986. Zanjani, Sally Springmeyer and Guy Louis Rocha. The Ignoble Conspiracy: Radicalism on Trial in Nevada. Reno: University of Nevada Press, 1986. Younger Readers - Nevada History BeDunnah, Gary. A Celebration of Nevada's Land and People. Salt Lake City: Gibbs-Smith Publisher, 1994. Hulse, James W. The Nevada Adventure: A History. Reno: University of Nevada Press, 1990. Marsh, Carole. Nevada Bandits, Bushwhackers, Outlaws, Crooks, Desperadoes, Rogues, Heroes & Other Assorted Characters. Decatur, GA: Gallopade, 1993. Marsh, Carole. Nevada Timeline: A Chronology of Our State's History, Mystery, Trivia, Legend, Lore & More. Decatur, GA: Gallopade, 1992. Miluck, Nancy. The Early Settlers. Genoa: Dragon Enterprises, 1982. Thompson, David. Nevada: A History of Changes. Reno: Grace Dangberg Foundation, 1987.

149 Nevada Riches: The Land and People of the Silver State

Selected Additional Nevada Resources - Nevada Journals Cent/al Nevada's Glorious Past [Nye County] Halcyon: A Journal of the Humanities [Nevada Humanities Committee] Humboldt Historian [Winnemucca] In Focus [Churchill County] Nevada Historical Society Quarterly [statewide] Northeastern Nevada Historical Society Quarterly [Elko County] Historical Repositories and Museums Boulder City - Hoover Dam Museum - Boulder City Carson Valley Museum & Cultural Center -- Gardnerville Central Nevada Museum - Tonopah Churchill County Museum and Archive - Fallon Clark County Museum — Henderson Desert Valley Museum ~ Mesquite East Ely Railroad Depot Museum - East Ely Eureka Sentinel Museum ~ Eureka Genoa Courthouse Museum - Genoa Fourth Ward School Museum - Virginia City Humboldt County Museum -Winnemucca Lost City Museum - Overton Lyon County Museum - Yerington Mineral County Museum - Hawthorne Nevada State Library and Archives Nevada State Museum - Carson City Nevada State Museum and Historical Society - Las Vegas Nevada State Railroad Museum - Carson City Northeastern Nevada Museum - Elko Searchlight Historic Museum & Historic Mining Park - Searchlight Sparks Heritage Foundation & Museum - Sparks Special Collections, Lied Library, University of Nevada Las Vegas ~ Las Vegas Special Collections, Getchell Library, University of Nevada Reno - Reno Western Folklife Center - Elko White Pine County Museum ~ Ely

150 Nevada Riches: The Land and People of the Silver State

Acknowledgements

The Department of Cultural Affairs undertook this project in 1997 under the leadership of then director Joan Kerschner and the vision of Assemblywoman Barbara Cegavske. It was a total departmental effort produced under the direction of Anita Watson, who researched and wrote most of the text, selected the readings, maps and photographs and guided the project for most of its duration. James L. Neeley, Educational Consultant with Creative Curriculum Consultants of Arizona wrote the Teacher's Manual. Major contributions were provided by Guy Louis Rocha, Cheryl Mathwig and Jeffrey M. Kintop of the Nevada State Library and Archives, Eric N. Moody of the Nevada Historical Society, Robert N. Nylen of the Nevada State Museum, David Millman of the Nevada State Museum and Historical Society and Rich Moreno of Nevada Magazine. This project was the work of many people including state officers, state legislators, staff and others who gave their time to this project reading passages, providing photographs, making their recordings and videos available to enhance the presentations on the CD ROM.

The Nevada Department of Cultural Affairs includes the Division of Museums and History, Office of Historic Preservation, State Library and Archives, and the State Arts Council. DCA serves Nevada's citizens and visitors through cultural and information management, preservation and promotion of cultural resources, and education. Other key components of the department are the Comstock Historic District Commission, Literacy Coalition, Advisory Committee on Participatory Democracy, Nevada State Historical Records Advisory Board and the Commission for Cultural Affairs. More information can be found on the Web at http://www.nevadaculture.org.

This project was made possible through a special appropriation from the 1999 Nevada State Legislature and grants of Library Services and Technology Act Funds of the Institute of Museum and Library Services and the Nevada State Library and Archives.

Scott Sisco Interim Director Nevada Department of Cultural Affairs NEVADA RICHES: THE LAND AND PEOPLE OF THE SILVER STATE

Teacher's Manual for History CD

James L. Neeley Creative Curriculum Consultants

Nevada Department of Cultural Affairs Carson City, Nevada, 2002 Nevada Riches: The Land and People of the Silver State |

Table of Contents

Introduction 3

1. The Landscape 7-28 A. Prehistory, Pre-1800 B. Exploration, 1800-1872 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present 2. People and Life Ways 29-54 A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present

3. Technology and Transportation 55-78 A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 H. Contemporary Nevada, 1964-Present

4. Earning a Living 79-110 A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present

5. Nevada Government and Politics 111-28 A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present

Glossary 129-34 Nevada Riches: The Land and People of the Silver State

• What was one major difference between the kinds of animals hunted by the natives from prehistoric to historic times? • Which animals no longer exist? Why? Make a chart showing the animals hunted in prehistoric and historic times.

Native Inhabitants and the Landscape: Living on the Land

Developing Comprehension • What evidence do we have that the early Native Americans of Nevada were highly skilled and well adapted to their environment? • Describe how they gathered and utilized the natural resources they found in their environment. Using the photos shown on the CD-ROM, make a mural of all of these materials.

B. Exploration (1800-1870)

Developing Comprehension • How did the early travelers crossing Nevada describe the landscape? What other unflattering words might they have used? • Discuss why many people decided to undertake the hazardous journey through Nevada. Make a list of the various groups that did undertake the trip and their reasons for doing so.

Who Came: Garces, Dominquez & Escalante (1776)

Developing Comprehension • What was the purpose of the expeditions of the first Europeans to travel into the land that became Nevada? Draw a map of their route. • Father Garcia's expeditions took place in 1776. What was happening at this same time in Colonial America? • What significance does the exploration of Father Dominquez and Father Velez de Escalante have to the history of Nevada? • Where did they think the Green River flowed or emptied into? • Why did so many people continue to look for the San Buenaventura River?

Who Came: The Old Spanish Trail, Armijo, Yount & Wolfskill

Developing Comprehension • Who was Antonio Armijo? What did he initiate or establish? • What significance might this have had for the people along his trade route? • What pack train route did William Wolfskill and George Yount pioneer? How did they make or earn their living? • Why do you think it was called the "Old Spanish Trail" even though it was a series of trails? Who used the trail? • How long was this trail used? How many years? • What is the significance for the history of the state of these early pack trains?

• Make a map showing the route of the Old Spanish Trail.

Who Came: Peter Skene Ogden (1826)

Developing Comprehension • Why were the Hudson's Bay Company and American fur trading companies in competition? • Why did they want beaver and otter pelts? • Why did the Hudson's Bay Company send Peter Odgen to lead a number of expeditions? • Draw a map of Ogden's route. 10 Nevada Riches: The Land and People of the Silver State ||

• Cut and place the outlines of the states of Connecticut, Delaware, Massachusetts and Rhode Island on a map of Elko County. How many combined square miles are in those states and how many square miles in Elko County? How many square miles still remain uncovered? • What is a "tent city"? • Discuss the economic growth of Elko from a "tent city" to what it is today. • Why do you think the "state university" was located in Elko County and not another town in Nevada? • How is the railroad still important to the economy of Elko? • Draw a mural of early Elko and another showing it as it is today.

Building Them: Las Vegas

Developing Comprehension • Why were Searchlight and Delamar the two largest cities in southern Nevada at the turn of the century, as opposed to the Las Vegas Valley? • What caused the Las Vegas Valley to grow? • Why do you think Las Vegas was a "tent city" as late as 1904? Discuss your reasons. • In 1905 Charles "Pop" Squires came to Las Vegas and rented a room in a "tent hotel" for one dollar, but had to share the room with a stranger. How would you have felt about having to share a room with a stranger? • Why did Las Vegas go into a "bit of a slump"? • What caused Las Vegas to develop a "permanent population base"? • Draw a mural of Las Vegas in 1904 and another beside it to compare it to Las Vegas today. • What contributed to the growth of Las Vegas from a "tent city" to what it is today? • What kind of "potential" did Las Vegas have that helped it grow into the city that it is today? Give reasons for your answers. • Draw a mural of Fremont Street in the 1920's and today. • Compare the houses of Las Vegas in the photo with the styles of houses today. Why are the houses in Las Vegas today more like the ones shown in the photo? What modern conveniences do the present day houses have that the earlier ones did not have? Why?

RR and Towns: Abandoning Them

Developing Comprehension • Where was Toano located that made it important? On a map, locate other towns that became "ghost towns" as the result of the departure of the railroad. • Draw a map showing all the ghost towns in the state. This information can be obtained on the Internet, the Nevada Commission of Tourism, or the Nevada Historical Society in Carson City. • Why had Wadsworth been known as "Lower Emigrant Crossing"? • Why do you think some towns in Nevada were named after Civil War generals? • Research the towns in the state that were named after the Civil War generals? Which ones fought on the side of the South and which ones on the side of the North? • Why did people move from Wadsworth to Sparks?

• Find a picture of Sparks (Nevada Historical Society) then and compare it to today.

World War I: Workers and Labor Conflict

Developing Comprehension • Why do you think laborers in the 19th and 20th centuries had "little job security and few benefits"? • What did laborers do to try and get fair wages and benefits? • What is a strike? Why do they happen? What are the consequences of a strike? • How many strikes have occurred in Nevada, by whom, and what were their results or consequences? (Research.)

100 Nevada Riches: The Land and People of the Silver State

Why did labor groups call for a "revolution in the economy"? Who were the "Wobblies" and why were they considered a radical labor group? Why did many people have a negative view of union members? Why did the strike in Goldfield in 1907 involve federal troops? (Research.) Write an editorial supporting or condemning the laborers for striking. How did World War I affect Nevada economically? What were the consequences, for Nevada, of the end of World War I? Research the strikes that occurred in Nevada after World War I. Why did laborers strike? What was the outcome of each? Do you think workers should strike? Why? Why not? (Do a Discussion Web or debate.) Write a poem or song in support of or against the laborers.

The Great Depression and The New Deal in Nevada: Poverty & Homelessness

Developing Comprehension • What was the Great Depression and when did it occur? Who was President of the United States at the beginning of the Depression? • What effects did the Great Depression have on Nevada and the entire country? (Research.) • Who was Winthrop A. Davis and why are his photographs important to the history of southern Nevada? • How does this photo illustrate the hard times people were having?

Poverty & Homelessness: Hoovervilles

Developing Comprehension • What are "boondocks"? • What did the man in this photo say that his children were raised on? Why? • Why had his wife died? Could this same thing happen today? Why? Why not? • How is this man's life like that of the homeless in America today? Discuss. • The federal government sends billions of dollars to help or aid the homeless and other people in need overseas. Debate or do a Discussion Web on the issue - Federal money should be spent at home first to help those in need. • Why was Hooverville first called "Ragtown"? What does the name "Ragtown" say about the people who lived there? Why were towns called "Hoovervilles" there? • Describe the "chores" women had to do. • From what kinds of dangers did a woman have to protect her children? • What is a "shanty house"? • Some of your grandparents probably lived through the Great Depression. Ask them to come to your class and tell about their experiences of living through that time. If they do not want to come to class, interview them and tell the class about their experiences. • There is a great deal of homelessness in the United States today. Discuss what you think the federal government should do to help these people. Write a letter to your Congressman telling him/her to support programs to help the homeless.

Poverty & Homelessness: Hobos and Hobo Camps

Developing Comprehension • What is a "vagabond" or "hobo" and why did some people become one? • How did they sometimes travel? Why do some people today still "ride the rails"? • What were "hobo camps" and where were they most likely to be found? • Why do you think their camps were called "jungles"? • Why do you think Thomas Hood, a railroad superintendent, gave dimes to vagrant men? What does this tell you about his character?

101 Nevada Riches: The Land and People of the Silver State

• What is meant by the term "blanket stiffs"? • How did the hobos carry their belongings? • Where did they usually work? Why? • Do a Discussion Web or debate on whether or not the federal government should have done something to help the hobos. • Ask your grandparents if they ever saw or encountered a hobo. If so, ask them to come to class and tell you about the encounter and how they felt. • Research the songs of Woody and Arlo Guthrie and tell how the lyrics describe the problems people faced during the Great Depression. • Given time, show the movie "The Grapes of Wrath" to illustrate the hardships people encountered in the Great Depression. • Write a song or poem, in the style of the Guthrie's, about the Great Depression.

The Great Depression and the New Deal in Nevada: Government Programs

Developing Comprehension • We are now living in a time of great prosperity or wealth, yet there are many people in the U.S. who are living under the same terrible conditions as in the Great Depression- homelessness, no food, no jobs, no medical insurance. • Discuss what you think should be done about these issues or should anything be done? Why? Why not? (Debate or Discussion Web.) • When Franklin D. Roosevelt became President of the United States in 1933 the nation was in the depths of a great economic downturn or crisis. Why?

Government Programs: WPA

Developing Comprehension What did the Works Progress Administration do to provide jobs for people? List the kinds of projects the WPA created to help people earn a living. Discuss the benefits of these projects. What kinds of skills did these programs teach people? Many of these projects are still evident in towns throughout the state. Are any in your town? Which ones? What did the Writer's Program publish and how was it used? What is a "privy" and why did the WPA build them? Invite someone who lived during this time, and possibly worked on a WPA project, to come to class and discuss what he/she did during the Great Depression. Draw a mural representing the kinds of WPA projects people created? Locate these projects on a map of the state.

Government Programs: CCC

Developing Comprehension • What does CCC stand for? Why was it created? • What was the rate of unemployment in the country in 1933? What is it today? • Are we living in a time of depression or prosperity? Discuss. • What were the requirements to enlist in the CCC? • How much were they paid and how was it distributed or given out? Why did the families receive the money instead of the "boys" who earned it? • Make two lists. One showing the jobs they performed throughout the nation. The second showing the jobs they did in Nevada. • What are "archeological excavations"? Why was it important that sites be excavated in the area of Hoover Dam? • Why did they help with these in southern Nevada?

102 I Nevada Riches: The Land and People of the Silver State

• Some of the ruins were reconstructed after the excavation. Why? Discuss why it is important for people to study ancient ruins. • Are there economic problems in our society today where another CCC program might be helpful? Discuss.

Earning a Living: Jack Noone

Developing Comprehension • Why was the economic situation often uncertain in early Nevada towns? • Jack Noon is one example of a man who had to work many jobs in order to support his family. Create a mind map showing the different jobs he held. Why did he keep changing jobs? • Find someone in your community who lived during the Great Depression and had to work many jobs in order to survive. Invite that person(s) to come to your class and tell his/her "story".

Earning a Living: Arthur Buel

Developing Comprehension • What is a cartoonist? • Arthur V. Buel was a political cartoonist. What does this mean? How are regular cartoons different from political cartoons? • Why do you think he made fun of political activities and politicians? • What is Buel "making fun of in the cartoon in this photo? Why? • Find some of his political cartoons and discuss what he was poking fun at and why. (Your school or locale librarian, and the Internet could be helpful with this activity.) • Why are Buel's cartoons important? Why did he choose a "burro" as his mascot? • Look in your local newspaper or other papers and find some political cartoons. What are they making fun of and why? Do some of these cartoons deal with some of the same issues as Buel? Discuss. • Choose a situation, issue, person, or event that interests you and draw a cartoon that expresses your own point of view. The topic can be about something in your school, community, state, or nation.

Early 20th Century (1900-1940): 20th C Working Women

Developing Comprehension • Why have men traditionally been considered the "breadwinners" in a family? Do you think this is right or "the way it should be"? This would make a good Discussion Web or debate. • How has the role of women changed in the 20th century? • Do you think these changes are good or bad? Why? This would make a very good debate. • On chart paper, make a list in one column of the jobs traditionally considered "proper" for women in the 19 century. In a second column list the kinds of jobs women do today. What has caused this change? (That Was Then/This Is Now chart.)

20th C Working Women: Mary Virginia Lytle

Developing Comprehension • Why did Mary Lytle pursue a career in nursing and also become a midwife? • What is a "midwife" and why were they important in these early towns in Nevada? • What kind of woman do you think she was? • Discuss the personal characteristics or strengths that she had? Do a character mind map of her and write a story, song, poem or paragraph about her life. • We still have midwives today but not as many as in the earlier days. Why?

103 I Nevada Riches: The Land and People of the Silver State |

20th C Working Women: Jeanne Weir

Developing Comprehension • Discuss the professional life of Jeanne Weir and how she took a traditional woman's fi eld, teaching, a step further. • What personality characteristics do you think she had? Why? • Find a retired schoolteacher in your community who taught in the early days of Nevada and ask her to come to class and share her experiences. • Ask your teacher or another teacher to discuss what teaching is like today. • Do a Venn Diagram (see Appendix) showing the difference and similarities between then and now (That Was Then/This Is Now chart). • Write a Readers' Theater script that shows the differences and the similarities.

20th C Working Women: Edna Covert Plummer

Developing Comprehension • What in Edna Plummer's background qualified her to practice law in Nevada? Why was this an unusual occupation for a woman? Discuss how this illustrates the changing role of women. • What is the role of a district attorney? Why do you think she was appointed to that office after the resignation of Nash Morgan? How did the Eureka Sentinel and the Reno Evening Gazette report her appointment? Do you think they were favorable to her? Why? • Why did she lose her bid to become the first elected female district attorney in Nevada? How would she have had a better chance of winning if she were running for that office today? • Write a campaign flyer or TV spot supporting or not supporting her election. • Write a letter to Mrs. Plummer telling her why you are glad or sorry that she lost the election. • Make a web or mind map of the personal characteristics you think she had and then write a paragraph that describes her.

Keeping the Peace: Badmen

Developing Comprehension Why do you think Hazelwood, a rustler, was called "Crazy Tex"? Why did he decide to become a cattle thief since rustling was considered a major crime in the west? How was he a "creative cattle thief? Students can make a pair of cow shoes" and demonstrate how it was possible for him to walk as if he were a cow. How was he caught and what sentence was he given? Why do you think he wasn't hanged, as many rustlers were? Who was Queho and why was he notorious for his criminal activity? Why do you think he was never caught or captured? How did he supposedly die and how or why was his body finally found? Write a "Wanted" poster that describe his crimes and the reward for him "Dead or Alive".

Keeping the Peace: Lawmen and Lawwomen

Developing Comprehension • Who were Wyatt and Virgil Earp and why did they become famous in the history of the West? • There are many stories, some true and some not true, about the cause of the Gunfight at the O.K. Corral. Some students might like to research this and make a report to the class that "sets the record straight". • What did Wyatt do after coming to Tonopah? Since he was a Deputy U.S. Marshall, why do you think he and his wife left Tonopah after only living there six months?

104 Nevada Riches: The Land and People of the Silver State I

• How did Virgil Earp earn a living in Goldfield? • Why do you think "miner" instead of "lawman" was listed on his death certificate since he had worked in law enforcement? • Who was Newton Earp and why do you think he was not as famous as Wyatt and Virgil? • How did giving women the right to vote change their role from earlier days? Do a Discussion Web or debate on the issue that women should have always had the right to vote. • Who was Clara Crowell and why do you think she was a successful sheriff? Do a web of the characteristics you think she had and write a paragraph describing her. • Do a TV spot supporting or not supporting her appointment as sheriff.

Early 20th Century (1900-1940): Early Tourism

Developing Comprehension Discuss how tourism has become a very big business in Nevada. Describe the Beatty's car "Geraldine". How many miles do you think they could travel in one day and compare that mileage to today's cars. Make a list of the many tourist sites that you think brought people to Nevada. Create travel brochures about each of these sites. Get brochures from the Nevada Department of Tourism or your local Chamber of Commerce and use them as models. Small groups of students, representing the Chamber of Commerce, can select a site and then do a "pitch" to the class about the advantages of visiting their site. Some students might like to research topics like the early model cars, how much gas did a car hold, where could the people purchase gas, roads or highways, or early motels and campgrounds. Have students give a report to the class, using visuals.

Early Tourism: Walley's and Laughton's Hot Springs

Developing Comprehension Why did national parks attract tourists? Even though Nevada did not have a national park until 1987, what other natural attractions did the state have to offer? When was Nevada's first national park established, what is it called, and where is it located? Why do you think natural hot springs and mineral baths were popular? What is "hydrotherapy" and what claims were made for using the mineral waters and hot springs? Do you think hydrotherapy worked? Why? Why did Laughton's and Walley's hot springs become a popular resort? Create a brochure advertising Laughton's or Walley's hot springs. Write a letter to a friend back east advertising Laughton's or Walley's hot springs.

Early Tourism: Las Vegas & Travel on the Arrowhead Trail

Developing Comprehension • Describe how a reporter from the Los Angeles Times promoted Las Vegas and southern Nevada as tourist attractions. • On a map, locate the towns in southern Nevada that he mentions. • Why do you think he choose Las Vegas to highlight? • If you were that reporter, which towns would you have chosen to mention or highlight? Why? • If you were a reporter writing for the Los Angeles Times today which towns or areas would you write about? Why? Write a column advertising one of the sites you consider the most important or spectacular. • Why did he write so glowingly of southern Nevada? Do you agree or disagree with how he described that section of the state? Why?

105 c Nevada Riches: The Land and People of the Silver State Early Tourism: Hoover Dam and Tourists

Developing Comprehension • When, where and why was Hoover Dam built? • Why do you think it became a tourist attraction? • Describe the structure of the dam and tell how it could "harness the power" of the Colorado River.

G. World War II and Post-War (1940-1964)

Developing Comprehension • How did World War II, and the years following, increase the "workforce" in Nevada and how it transformed the states' economy?

Gaming Innovators: The Gamblers

Developing Comprehension • Make a list of the owners and the casinos they were operating in Nevada after World War II. • Who was "Bugsy" Siegel and how is he associated with the development and growth of Las Vegas? (Research.) • Have small groups of students select a casino (then or now) and research its history and present an oral report to the class. • What events or circumstances contributed to the popularity of the casino after World War II? • How are the casinos today different from the earlier casinos? • If gambling were suddenly prohibited or outlawed in Nevada, what do you think would happen to the economy of the state? Why? Make a list of your reasons.

Gaming Innovators: The Financiers

Developing Comprehension • Who was E. Parry Thomas and why was he important to the development of the gambling industry in Las Vegas? Why do you think his bank was the only one willing to make loans to casinos? What was the Corporate Gambling Act passed in 1967? (Research.) Why did the state legislature refine the act in 1969? (Research.) What did this act allow casinos to do that they couldn't do before? Why do you think corporations were not allowed to invest in casinos before to the passage of this act?

Tourism: Hotels and Gambling Palaces

Developing Comprehension • Compare the map in the photo on the screen of southern Nevada in 1954 to a map of southern Nevada today. Make a list of things that are the same/different. • What do you think contributed to these changes? • What kinds of accommodations did people find along Highway 91 in 1951? What towns did the highway go through? Describe the highway, as shown in the photo. • Describe an auto court. How is an auto court or motel different today from the ones in these photos? • Which highways or Interstates go through these same towns today?

106 Nevada Riches: The Land and People of the Silver State

• Create the name of a motel or auto court along Highway 91 in 1951 and construct a travel brochure or billboard advertising the advantages of your establishment. (Remember, the "luxuries" then are not necessarily the same as now.) • The list of entertainers in these earlier hotels is not the same as those appearing now. What do you think caused this change?

Tourism: Entertainment

Developing Comprehension What "entertainment innovations" were happening in other parts of the state outside Reno and Las Vegas? How much was Ted Lewis and his orchestra paid given the fact that they played at the hotel for eight days, how much was that per day? How much do you think each orchestra member was paid? Compare that to what famous entertainers get paid today in Nevada casinos. Black entertainers performed in the larger casinos/hotels but they were not allowed to stay there. However, this was later changed. Who or which famous entertainer and groups of entertainers were primarily responsible for this change? (Research.) Why were neon signs used to advertise casinos and their entertainers? Why was earning a living as a "showgirl" a unique opportunity for young women?

Federal Government

Developing Comprehension • Discuss the impact federal spending during World War II had on the economy of Nevada. • Why do you think the federal government spent so much money in upgrading the airport facilities in North Las Vegas? • Research other projects the federal government funded in the state and give a report to the class.

Women in the Workforce

Developing Comprehension • Why was "Rosie the Riveter" a symbol for working women during World War II? • How did World War II change the way many women earned a living? • Do you think this was the beginning of the "women's lib" movement or had it been begun when women were given the right to vote? Discuss.

Women in the Workforce: Florence Lee Jones

Developing Comprehension • Who was Florence Lee Jones? • Why do you think women had limited career opportunities in the news business then? • How was her reporting different from what was expected of women reporters or journalists? • Do a character analysis or personality profile of the kind of woman you think she was. Give reasons. • How is her reporting very much like what women journalists do today? • Name some of the famous or leading women journalists today? How are they similar to Florence Lee Jones? • Choose a case/crime/event that has happened in your community and write a new report of it for your local newspaper.

107 Nevada Riches: The Land and People of the Silver State

Women in the Workforce: Working Women and BMI

Developing Comprehension What is meant by the term "industrial employment"? Why was Basic Magnesium (BMI) important to the war effort? Why was magnesium a "valuable material" during the war years? Why was there a labor shortage during World War II? What is a "publicity photo"? What was this publicity photo promoting and why? Do you think this was an honest portrayal of the living conditions for the women working at BMI? Why do think so? Since there was not enough housing for all BMI's employees, where did they live? Look at the "Photo of shack housing" and describe the "rough conditions" that some of the BMI employees had to endure. • Compare and contrast the role of women in the early days of Nevada history to their role during World War II. How had it changed during the war years? Why?

Women in the Workforce: Women in the Casinos

Developing Comprehension • How were women involved in Nevada's legal casino business? • During the 1930's and 1940's, men dominated the casino business, except for one person. Who was she and what did she do? • What was "prohibition"? • Why did women begin to patronize casinos in increasing numbers? • What did the casino operators or owners do as a result? Why? • Why do you think women dealers disappeared from Las Vegas until the 1970's?

Women in the Workforce: Geneva Smith Douglas

Developing Comprehension • How did Geneva Douglas not fit "the mold" of what women in earlier Nevada history were supposed or expected to do to earn a living? • What kinds of careers do women choose today that they would not have been expected or allowed to do earlier? Why do you think this was so? • What is "physiology" and why was that important to her career? • What is an "offsite radiation monitoring program"? Why do you think she developed it? • Do a character analysis or personality profile of the type of woman you think she was.

H. Contemporary Nevada (1964 - present)

Developing Comprehension • Discuss how the style of jobs that people worked in has changed from the 19th century. • Do a That Was Then/This Is Now chart showing their differences. • How do people today still earn a living by "using the riches and resources of the Silver State?

Contemporary Nevada: Growth and Earning a Living

Developing Comprehension • What is one of the most significant changes that has occurred in Nevada within recent decades? How has this affected the state? • How has growth changed the way people earn a living? • Create a tourist brochure advertising the state.

108 Nevada Riches: The Land and People of the Silver State ]

• Assume you are a member of the Chamber of Commerce in your area of the state. Prepare and give a talk (a "pitch") about your area of the state (or the entire state) telling why people should visit or move to your area. Create a brochure to be given to your "clients".

Changing Economy: Corporate Gaming

Developing Comprehension Why has the gaming industry become important to Nevada's economy? Where in the state was it primarily centered or located? Why? What is an "entrepreneur" and how did they contribute to the growth of gambling in the state? What are "mega resorts" and why did they develop? List the names of these "mega resorts" that exist in the state today. Create a travel brochure advertising the advantages of one of them. What is the "Las Vegas Strip" and where in the city is it located? What was the effect of the gambling laws of 1967 and 1969?

Changing Economy: Mining

Developing Comprehension • Why has mining continued to be important to Nevada's economy? • How has the way mining is done changed over the years? • If Nevada mines produce more gold than any other state, why is it called the "Silver State"? • What is "folk life" and why is it important to maintain it? • Given the fact that there are so many problems in the country today (homelessness, for example), should we be spending money on preserving "folk life"? Do a Discussion Web or debate.

Changing Economy: Agriculture

Developing Comprehension • What inspired many people to come to Nevada since it is an arid state? • If Nevada is a dry or arid state, how could people make a living at farming? • On a physical or blank map of the state, show the sections that are fertile and well- watered, use a different color for each section. • Make a chart showing the number of people who made their living by farming in 1890 and 1990. What is the difference in number between the two decades? Use different colored pencils to show this difference. • On another chart show of the number of acres being farmed in 1890 and 1992. How many more acres were being farmed in 1992 than 1890? What do you think was the reason for this increase? • On a physical or blank map, use one color of pencil to show the acres being farmed in 1890 and another color to show the acreage for 1992. • What do you think caused this great increase?

Changing Economy: Tourism

Developing Comprehension • In this image of Remicki Garage, why is it obvious that tourism is not its primary business? • Why is tourism an important part of Nevada's economy today? • How many people worked in the tourist industry in Nevada in 1999?

109 I Nevada Riches: The Land and People of the Silver State

• How did he describe the Humboldt River?

Who Came: Jedediah Strong Smith (1826)

Developing Comprehension Who was Jedediah Strong Smith? What was the intent or purpose of Smith's exploration? In what company was Smith a partner and with whom did they trade? Why? Draw a map of their route. To whom did the territory they were exploring, belong? Why were Smith and his men ordered to "turn around and go back"? Describe Smith's impressions of the landscape?

Who Came: Joseph R. Walker Expedition (1833)

Developing Comprehension • What is the significance of the Joseph Walker expedition? • What might have caused the conflict between Walker's party and the Indians? • What do you think were the lasting consequences of this encounter? Why? • How did Walker describe the landscape? • Draw a map showing Walker's expedition.

Who Came: John C. Fremont (1843-44)

Developing Comprehension • Who was John C. Fremont? Why are his expeditions important to the history of Nevada? • Draw a map of his expeditions and describe the geographical characteristics of the area he passed through. Discuss how these physical features give proof to the fact that the landscape of Nevada has always been a challenge to people.

• Why do you think Fremont's reports inspired people to move out west?

Who Came: Edward Beckwith (1853-54)

Developing Comprehension • Who was Edward Beckwith? • Why do you think he is considered one of the most significant explorers of the Great Basin? • Why do you think he is not as well known as some of the other explorers? • Why did the army explore four routes from the Mississippi River? • Why did the country want a transcontinental railroad? • What was contained in Beckwith's final report? • Why was his official report significant? • Trace his route on a blank map of the state. Who Came: Capt. James H. Simpson Expedition (1859)

Developing Comprehension • What was the Simpson party searching for? • What was Simpson's impression of Native American food? • Who sponsored his expedition? Why? • Why is this expedition significant? How was it used? • Trace the Simpson expedition on a map.

11 Nevada Riches: The Land and People of the Silver State

How many tourists visited the state? How many tourists would that average out to be for each worker? Tourism contributes a great deal of money to Nevada's economy. How? Make a list. Make a list of the tourist attractions in each section of the state. Choose one or more tourist attractions and create a travel brochure for the attraction(s). If you could work at one of the attractions listed, which one would it be and why? Make a map or web of your reasons and then write a paragraph discussing your reasons. Make a tourist brochure about your attraction(s).

Myths and Truths

Developing Comprehension • Where was Levi's 501 jeans invented? • Who was Jacob Youphes? • Why do you think he changed his name to Jacob Davis when he came or immigrated to the United States? • List the various jobs he did to earn a living, showing or indicating where and when. • For whom did he construct his first pair of "heavy duty pants" and why? • What kind of cloth did he use? How did he make the pants stronger? • Draw a picture or sketch of these first jeans. • Why are the jeans called "Levi's" instead of Davis' jeans? • The designs of Levi's have changed over the years and are known by different names. Draw or sketch the various styles of Levi's today.

110 [ Nevada Riches: The Land and People of the Silver State V. Nevada Government and Politics: Government and Politics

Developing Comprehension • Describe the lifestyle of the early Native Americans in the land that became Nevada. • List and discuss the advantages and disadvantages of their lifestyle. • Describe the political structure of the early Euro-American settlers. • Discuss why this new political structure would inevitably clash with the Native American lifestyle.

A. Pre-History (Pre-1850): Traditional Native American Political Structure

Developing Comprehension • Describe the Native American political structure. • How were leaders within a tribe chosen? Give examples. • Describe the role of a "tribal spokesman". • Discuss the differences between the role of a chief and that of a tribal spokesman.

B. Exploration (1800-1870): Spanish Control

Developing Comprehension • Make a list and discuss the reasons why you think the Spanish did not exercise political control over the area that became Nevada?

Exploration (1800-1870): Mexican Control

Developing Comprehension • Why were New Mexican traders only interested in passing through instead of settling in Nevada? • Discuss the terms of the Treaty of Guadalupe Hidalgo? • Describe how Nevada became a part of the Utah Territory.

C. Migrations (1840-1872): Manifest Destiny and the Mexican War

Developing Comprehension • What was the concept of Manifest Destiny? • Do you think the Americans had a right to establish this concept? Discuss your answers. • Why did the United States go to war with Mexican in 1848?

Migrations (1840-1872): 1848 and the Mexican Cession

Developing Comprehension • What other areas, originally governed by Mexico, became part of the United States territory as a result of the Treaty of Guadalupe Hidalgo? • Draw a map of the western part of the United States from the Mississippi River prior to the Treaty. Draw another map of the same area after the Treaty. • Discuss the advantages and disadvantages of the acquisition of these new territories.

Migrations (8140-1872): The State of Deseret

Developing Comprehension • Why was Joseph Smith murdered by a mob in Illinois? • What and where was the State of Deseret? • Discuss why there were conflicts between the Mormons and the federal government. • Why do you think Mormons were willing to leave their farms and businesses to return to Salt Lake City to fight in case war broke out between them and the federal government?

111 I Nevada Riches: The Land and People of the Silver State

• How were these conflicts resolved? (Research.)

D. Territory to Statehood (1848-1864): Utah Territory: Relations with Utah

Developing Comprehension • What major problem was created by the huge expanses of land in the West? • Who wanted these territories to be pro-slavery/anti-slavery? Discuss the arguments of each side. • How did the Compromise of 1850 resolve this issue? • What is the significance of Daniel Webster's speech before the Senate of the United States regarding the slavery issue? • Do a debate or Discussion Web (see Appendix for form) on the issue of why these newly acquired territories should be slave or free states.

Utah Territory: Relations with California: Territory of Nataqua

Developing Comprehension • Discuss the problems created when some Californians moved eastward and formed their own government. What was the Territory of Nataqua and what lands did they claim? Discuss the problems this created. What eventually happened to Nataqua? What happened to the Recorder, Isaac Roop? What happened to the residents of Honey Lake?

Establishing a Territory: Marsh Letters

Developing Comprehension • Make a list of the terms of the Organic Act and discuss their importance. • What were the boundaries of the Nevada Territory by Congress? Draw a map of the territory.

Audio ICON 1: • Describe what the writer in ICON I found when he arrived in Carson City. • Why was it difficult to find hotel accommodations? • The write used the term "assembled wisdom". What did he mean by the term?

Audio ICON 2: • Describe the changes one year brought to Carson City, as described in this ICON. • What did the writer mean when he stated that "the amount of button-holing, causing, and arranging, done in bar-rooms, on the street corners, and elsewhere is dreadful to reflect upon"? • Why was it not sure what the Legislature would do? • Discuss how the Governor's message could have made a difference in what the Legislature would do. • Is this still true today? Discuss how and why.

Establishing a State: Lincoln Proclamation

Developing Comprehension • Outline the process by which the Nevada Territory became a state. • Why didn't some delegates want to call the new state "Nevada"? Why was that name finally chosen? • What is meant by the statement that President Lincoln "issued a proclamation"? • Draw a map of Nevada as it existed in 1864.

112 Nevada Riches: The Land and People of the Silver State

• President Lincoln's Proclamation is in very formal English. Divide the class into four small groups and have each group re-write its paragraph in every day English (assign the last two paragraphs to one group). After the paragraphs have been re-written, each group will read its paragraph(s) and tell what its paragraph means.

Establishing a State: New York Times- News of Nevada Statehood

Developing Comprehension • Discuss why you think the New York Times chose not to put the admission of Nevada to the Union on its front page and the New York Herald did. • What was the population of the state when it was admitted into the Union? • How many Indians were living in the state at that time? • What was the population of the state, excluding Native Americans? • Discuss why the newspaper article stresses the discovery of rich deposits of sliver in the state. What role do you think this played in getting Nevada admitted as a state? • Discuss what was happening in the Union that would cause it to be so interested in Nevada's vast silver deposits.

Territory to Statehood (1848-1864): Designing a State

Developing Comprehension When was Carson City declared the capital of the state? Why was it chosen as the capital? Where was the First Territorial Legislature held? How was transportation provided for the delegates to the Legislature? Make a list of where the legislative sessions were held from 1862 to the present time. Make a list of when legislative sessions were held from 1864 to 1867. When are they held now? Why? What is the term of office for Senators? Assemblymen? When do the Legislators receive a salary? What is it? What does it mean that the "Legislature is the judge of its own membership and may seat or unseat whomever it chooses"? What would be a reason to unseat a legislator? Has a legislator ever been unseated? Why?

E. Riches, Ranching and Railroads (1850-1900): Mormon Government

Developing Comprehension Why did California petition Congress to expand its boundaries to include Ragtown? Why did the Mormons in Carson Valley form a "squatters' government" in 1851 and what was it? Why did non-Mormons object to such a government? Was their objection valid? Discuss. What is meant by the term "squatters' government"? Discuss whether or not a "squatters' government" would be allowed to occur in the United States today. Why did Orson Hyde's mission prove to be a difficult task? Why was the Utah Territory in conflict with the federal government? Discuss why Mormon government "ceased to effectively exist in western Nevada".

Riches, Ranching and Railroads (1850-1900): Mining and Politics

Developing Comprehension • Why was the Comstock such a political power in 19th century Nevada? • Discuss why there was a major disagreement over the payment of taxes.

113 I Nevada Riches: The Land and People of the Silver State |

• Discuss why such a disagreement could not occur today. • Why do you think the mine owners refused to pay "a new assessment on money" made in their mines? • Why did two governors veto laws passed by the legislators favoring the mining interests? • How do you think the mining interests were able to get such laws passed in the legislature? • Why were the mining interests able to continue their control "well into the 20th century"? Do you think this was fair? Discuss.

Riches, Ranching and Railroads (1850-1900): Politics of the Railroad

Developing Comprehension • Discuss why "Nevada often had an uneasy relationship with the Central Pacific and the short line railroad" within the state.

Riches, Ranching and Railroads (1850-1900): 19th Century Governors & Politicians

Developing Comprehension • In a democratic society we try to elect government officials (legislators) who are competent and also honest. Discuss why this does not always happen. • When it is discovered that a public official (any official) is incompetent or dishonest, what do you think should be done to remove that official from public office? • Has a public official in your town or city ever been removed from office for being incompetent or dishonest? Discuss the reasons why.

19th Century Governors & Politicians: Governors: Nye, Blasdel, Bradley message, Kinkead, Adams, Stevenson, Bell, Colcord, Jones

Developing Comprehension • Discuss the political careers of each of the governors of Nevada from James Warren Nye (1861-1864) to John Edward Jones (1895-1896). • In his first address to the Nevada Legislature in January of 1871, Governor Bradley sounded optimistic about the future of the nation. Discuss the reasons he gives for such a positive belief. • Governor Bradley also felt optimistic about the future of Nevada. Make a list of the reasons he gives for this belief and discuss the importance of each to the state.

19th Century Governors & Politicians: William Stewart

Developing Comprehension • Discuss William Stewart's career prior to moving to Nevada. • Make a list of the national political issues he was involved in during his first period in the U.S. Senate (1864-1875) and the importance of each of these issues. • What were the national issues Senator Stewart was involved in between 1875-1887? Why were they important issues to the nation?

19th Century Governors & Politicians: William Sharon

Developing Comprehension • Discuss the career of William Sharon prior to becoming governor. • Who was the group known as "the Bank Crowd" and why were they so influential?

Riches, Ranching and Railroads (1850-1900): Military Presence

Developing Comprehension

114 [ Nevada Riches: The Land and People of the Silver State

Discuss the significance of the military in the history of Nevada. Why do you think the "expeditions that surveyed and mapped the territory passed through the state" did not choose to settle in Nevada, as did later soldiers who came west?

Military Presence: Ft. Churchill, 1860

Developing Comprehension • Discuss why it was necessary to build a military fort in the territory in 1860. • Where was the fort located and why was it unsure in which county it was located? • Using the photo of the fort's remains on the screen, reconstruct what it might have looked like. • Write a diary entry of letter home about what your life could have been like if you had been a soldier stationed there. • Why were volunteers stationed at the fort during the Civil War instead of regular soldiers?

Military Presence: Ft. McDermit, 1865

Developing Comprehension • Locate and draw a map of the site of Ft. McDermit on a map of the territory. • What was the responsibility of the soldiers stationed there? Why was this necessary? • Discuss the role of Fort McDermit as an Indian agency.

• Reconstruct a replica of the fort.

Military Presence: Ft. Halleck, 1867

Developing Comprehension • Why was Fort Halleck established in 1867? • Locate and draw a map of the site of the fort. • Why do you think the soldiers slept in tents instead of the buildings that were on the site? • What is meant by the term "the nature reclaims the land"? • Draw a picture of the fort using the three photos on the screen. • Discuss what life might have been like for the soldiers stationed there. Military Presence: Nevada National Guard, 1893-1913

Developing Comprehension • What are "organized militias"? • Discuss why they started calling themselves "national guard". • What are "annual encampments" and why was the Governor required to call for one every year? • Why did organized labor oppose them? • Discuss why you think the organized militia was disbanded in Nevada in 1906. • Who took over the duties of the National Guard?

Riches, Ranching and Railroads (1850-1900): Native American Issues

Developing Comprehension • Discuss how the lifeways of Native Americans were "significantly disrupted" by the Euro- Americans. • Write a Letter to the Editor opposing or supporting the treatment the Native American received. • Discuss why treaties made by the federal government with the Native Americans were unfair and frequently ignored by the Euro-American settlers.

115 Nevada Riches: The Land and People of the Silver State

Research the living conditions of the Native Americans on reservations and make a report to the class. Discuss why and how "people from both sides tried to improve the living conditions for Native Americans". Divide the class into small groups and have them discuss what they would have done to improve the living conditions of the Native Americans. Report to the class as a whole.

Native American Issues: Pyramid Lake War

Developing Comprehension • Discuss the cause of the Pyramid Lake War. • Why as this "a tragic event in Nevada history"? Native American Issues: Reservations: Frederick Dodge, Indian Agent

Previewing Vocabulary • Dire Depredations • Lamentable Encroachment • Harbingers Subsistence • Subjugation Destitute • Extirpation Artemisia

Developing Comprehension • What were Frederick Dodge's duties or responsibilities as Indian Agent? • Discuss why you think Agent Dodge "sincerely believed that Native Americans would have a much better life if they lived on reservations".

Audio CON 1: • Discuss why the Humboldt Indians viewed roads as "the harbingers of civilizations" and a threat to their way of life. • Discuss the devastating effects of the encroachment of migrants upon their land. • Why did Agent Dodge call the "trading posts" whisky shops?

Audio ICON 2: • Discuss the effects of the poverty Agent Dodge saw among the "Sho-sho-ne" nation, the "Pah-ute", and the "Wa-sho."

Audio ICON 3: • Discuss the poor conditions of life of the Native Americans Agent Dodge describes in this poem. • How do you think he felt about their living conditions? Was he justified in feeling the way he did? Discuss.

Audio ICON 4: • What did Agent Dodge think must be done to better the condition of the "Poor Pah- ute" and "Wa-sho"? • Discuss what he meant by the statement "the moral atmosphere is deadlier than death". • Discuss what kind of person you think Agent Dodge was. Do a character analysis chart or map of his personality. (Chart and map are in the Appendix.) • Divide the class into small groups to discuss why the territorial legislature and the federal government allowed such poor conditions to exist. Each group will report its conclusions to the entire class.

116 II Nevada Riches: The Land and People of the Silver State

Native American Issues: Sarah Winnemucca, Native American Activist

Developing Comprehension • Discuss the efforts of Sarah Winnemucca in Washington, D.C. as an advocate for the native people of Nevada. • What kind of "valuable information" about the impact of Euro-American settlement on the Native Americans do you think her book provided? • Why were some of the "facts" she wrote about not accurate and what were some of them?

Audio Icon 1: • What kind of help did Governor Nye give to Sarah Winnemucca's people? • Discuss why you think he was the only governor to help her people. What does this tell you about his character?

Audio Icon 2: • What reason did Flamens give for killing Sarah Winnemucca's uncle, Truckee John? Why was his reason not a valid one? • Why were many companies of soldiers sent to Walker Lake? Why do you think they were not sent when Truckee John was killed? • What reasons did she give for pursuing her people for one year?

Audio Icon 3: • Where and when was the Pyramid Lake reservation established? • Why had the Paiutes always lived on the river? • Discuss why the "white people" had taken all the best parts of the reservation from the Paiutes. • Discuss why you think this was or was not fair. • Do a character analysis chart or map of the type of person you think Sarah Winnemucca was and write a paragraph describing her.

Native American Issues: Education

Previewing Vocabulary • Assimilating

Developing Comprehension • Discuss why education was considered so important in assimilating the Native Americans into the Euro-American culture. • Discuss why all public schools in Nevada didn't allow Indians to attend them. • What was the curriculum at the Stewart Indian School and what was its purpose? • What is another name for a "teeter-totter"?

F. Early 20th Century (1900-1940): Mining: Goldfield Strike

Developing Comprehension • What caused the labor conflict in Goldfield in 1907? • Discuss why the mine owners wanted to break the power of the union. • Why did Governor Sparks exaggerate the seriousness of the labor dispute? Do you think he was justified or right in doing this? Discuss. • Why was President Roosevelt upset with Governor Sparks?

Audio Icon 1: • Why do you think Governor Sparks delayed in answering the President's telegram?

117 Nevada Riches: The Land and People of the Silver State

• What reasons did the President give for not feeling free to leaver federal troops in Nevada indefinitely?

Audio Icon 2: • Discuss the rebuke President Roosevelt sent to Governor Sparks, as stated in the Icon.

Audio Icon 3: • Discuss Governor Sparks' reasons for requesting the federal troops, as stated in this Icon. • What were the conclusions reached by the commission that investigated the Goldfield situation? • • What state agency was established as a result of the labor conflict?

Early 20th Century (1900-1940): Reclamation: Impact on Native Americans

Developing Comprehension • Make a list of and discuss the reasons the Native Americans were unhappy with the provisions of the Newlands Reclamation Project. • How did the Pyramid lake Paiutes finally get some of their water rights back?

Early 20th Century (1900-1940): Progressive Politics: Anti-Gambling Legislation, Anti-Divorce Legislation

Developing Comprehension • Discuss the reform issues that were attempted during the Progressive Era. Why were these issues so important? • Are any of these reform issues still being sought after today? Discuss. • What reasons did the Anti-Gambling League give for opposing gambling in Nevada? Do a Discussion Web (see Appendix) on whether or not you think their reasons were valid or correct. • What reason did Governor Tasker Oddie give for supporting the change in the divorce law requiring a one-year stay in the state to get residency? • Why was the new one-year law reversed during the next legislative session? • What if a group of people today wanted to repeal the current divorce laws? Do you think they would be successful? Discuss.

Early 20th Century (1900-1940): George Wingfield

Developing Comprehension • Discuss why George Wingfield was "Nevada's most powerful and political figure" from 1909-1932.

Early 20th Century (1900-1940): Early and Mid-20th Century Governors: Sadler, Sparks, Dickerson, Oddie, Boyle, Scrugham, Balzar, Griswold, Kirman, Carville, Pittman, Russell

Developing Comprehension • Discuss the life and political career of each of the governors in this section of the CD-ROM history of Nevada. • Draw a time line giving the governor's name and term in office. • Given only the information in these thumbnail sketches, which governor do you think contributed the most in the history of the state? Give reasons for your choice.

Early 20th Century (1900-1940): Other Political Figures: Arentz, Bartlett, Newlands, Nixon, Key Pittman, Roberts, Sampson

118 I Nevada Riches: The Land and People of the Silver State

Developing Comprehension • Discuss the life and political career of each of the political figures in this section of the CD-ROM history of the state. • Given only the information in these thumbnail sketches, which of these politicians do you think were the most important in the history of the state? Give reasons for your choice.

Early 20th Century (1900-1940): Women, The Vote, and Politics

Developing Comprehension • Discuss why women were not allowed to vote in the United States prior to the 20th century. • Discuss why you think Nevada gave women the right to vote in 1914, six years before federal law that gave them the right to vote. • What rights were given to women as a result of this national law?

Women, The Vote, and Politics: The Battle for Women's Suffrage

Developing Comprehension • Discuss why it took so long, both nationally and within the state, for women to gain the right to vote. • What does this tell you about the way women were viewed? • Discuss the question posed in an editorial in the Carson Daily Appeal - "What sort of equality is it which thus makes 'male whites of adult age' the sole and exclusive participants in the exercise of the elective franchise?" • Besides women, which other groups of people were denied the right to vote?

The Battle for Women's Suffrage: Felice Cohn

Developing Comprehension • Discuss the career of Felice Cohn. • Why do you think she was so interested in cases involving women and children? • Do a character analysis chart or map of the kind of person you think she was.

The Battle for Women's Suffrage: Schoolgirl Essay

Developing Comprehension • Do a debate or Discussion Web (see Appendix) on the issue of whether or not women should have been given the right to vote. • Why would some women at that time have been against the issue of giving them the right to vote?

Audio Icon 1: • Make a list of the reasons Lillie Jacobson gives for giving women the right to vote. Discuss the validity of each of her reasons. • What were poll taxes? Were these taxes really fair to all people? Discuss. • Write a Talk of the Town column for a newspaper giving your reasons why women should/should not have been given the right to vote.

The Battle for Women's Suffrage: Anti -Suffrage

Developing Comprehension • Discuss the reasons given in these two documents opposing/supporting the anti-suffrage movement.

119 Nevada Riches: The Land and People of the Silver State

Who Came: George Wheeler Expedition (1869)

Developing Comprehension Who was George Wheeler? What kinds of reports did the Wheeler Survey produce? List them and tell what each would show. Who went on the expedition? What was the purpose of each group? Why are they significant? What kind of characteristics do you think he had? Why? Do a character analysis chart or personality profile of Wheeler. Which sections of the country did he examine? Draw a map of the Wheeler Expedition.

Who Came: King Expedition (1867-1872)

Developing Comprehension Where and what is the Fortieth Parallel? Why was King's survey called one of the "Great Surveys"? Who was King and what expertise or experiences did he have? What kind of survey did King conduct? How is this survey different from earlier pre-Civil War expeditions? Why is King's survey significant? Trace the trail of his expedition on a blank map of the state.

Who Came: John Wesley Powell (1871-75)

Developing Comprehension • Who was John Wesley Powell? • What did he do after the Civil War? • Why are Powell's reports and photographs of his expeditions important to the history of the West? • What personal characteristics do you think he possessed? Why? • Do a character analysis chart or map of him and write a descriptive paragraph about him. (See Appendix for chart/web.)

What They Saw: Fremont

Developing Comprehension • Why did Fremont name the lake Pyramid Lake? • Where in Nevada is the lake located? Draw it on a blank map of the state. • How did Fremont describe his first impression of the lake? • Why were he and his men glad they found the lake? • What did he mean by "It was set like a gem in the mountains"?

What They Saw: Clarence King

Developing Comprehension • Where was Sou Hot Springs located? • How did King describe its location? • What is rhyolite and where are the rhyolite hills located? • What is meant by "a low mound of hot-spring tufa"? • What are "hot-spring pools"? Where do they still exist in the state? What is their attraction today?

12 Nevada Riches: The Land and People of the Silver State

Women, The Vote, and Politics: Women Get the Vote

Developing Comprehension Discuss why some people would have thought the world of politics "too brutal" for women. Discuss why many women believed that women would have a "cleansing effect" on politics. Why were the western states and territories the first ones to grant women the right to vote? What was the 19th Amendment to the Constitution of the United States? Read the 19th Amendment and rewrite it in your own words.

Women Get the Vote: In Nevada

Developing Comprehension • Discuss the efforts of Laura de Force Gordon, Jeanne Weir, Anne Martin, and Governor Oddie in trying to get a suffrage bill passed by the state legislature.

Women Get the Vote: Nationally: Boyle Suffrage Address to Legislature

Developing Comprehension • Why did Governor Boyle call the February 7,1920 session of the Senate and the Assembly an "extraordinary session"? • Discuss why Governor Boyle said that without Nevada's help that national suffrage "might have been delayed".

Women, The Vote, and Politics: Women in Politics

Developing Comprehension

• Besides gaining the right to vote, what other rights did women gain?

Women in Politics: Sadie Hurst

Developing Comprehension • Discus the life and political career of Sadie Hurst. Audio Icon 1: • What were the issues that Sadie Hurst expected to introduce in the legislature? • Why do you think she chose those particular issues?

Women in Politics: Anne Martin Senate Campaign

Developing Comprehension • Discuss the life and political career of Anne Martin. • Why didn't she see her "defeats as failures"?

Women in Politics: Helen Stewart

Developing Comprehension • Discuss the life and political career of Helen J. Stewart, as expressed in Audio Icons 1 and 2. • What were the jurors accommodations like, as expressed in Audio Icon 2?

Early 20th Century (1900-1940): Military: Hawthorne Naval Ammunition Depot

Developing Comprehension • Where was the town of Hawthorne first established and why did that location change?

120 Nevada Riches: The Land and People of the Silver State

• Why was Hawthorne chosen as the site for a Naval Ammunition Depot? • Why was this Depot important during World War II?

Military: National Guard, 1928

Developing Comprehension • What are the duties of the Adjutant General of the state? • Discuss the role Jay H. White played in gaining federal recognition for the Nevada National Guard. • Discuss the duties of and changes in the Guard from its beginning to World War II.

G. World War II and Post-War (1940-1964): The Era of Pat McCarran

Developing Comprehension • Discuss the life and political career of Patrick A. McCarran. • Why was the Las Vegas airport named in his honor? • Research some of the national issues he was responsible for when he was a U.S. Senator. Make a report to the class.

World War II and Post War (1940-1964): Kefauver Crime Commission

Developing Comprehension • Why did a U.S. Senate committee investigate the gambling industry in Nevada? • What were their findings and their results?

World War II and Post War (1940-1964): Gaming Control

Developing Comprehension • Why was the Nevada State Gaming Control Board created?

• What powers does it have?

World War II and Post War (1940-1964): Military

Developing Comprehension • Discuss why Nevada was considered a good site for military installations during World War II. • How has the presence of the military influenced Nevada's population growth and its economy? • Why have some people objected to the military presence in the state? • Discuss the pros and cons related to the presence of the military in the state. • Write a letter to your U.S. Senator giving your personal reasons for or against its presence in the state. Military: Tonopah

Developing Comprehension • Why were so many military bases built in Nevada? • Do you think it is fair that the federal government owns so much land in Nevada? Discuss your reasons. • Write a letter to your U.S. Senator stating your reasons for objecting to or supporting the presence of the military in the state. • What was the purpose of the base built at Tonopah? Why do you think it was closed in 1948? • What was the purpose of the Reno Army Air Base? • How was it used after World War II?

121 Nevada Riches: The Land and People of the Silver State

Military: Fallon Naval Air Station

Developing Comprehension • Discuss the history of the Navel Air Station at Fallon.

Military: Las Vegas Army Air Field (Nellis)

Developing Comprehension • What was the original name of Nellis Air Force Base and what was its purpose? • Discuss the effects the base has had on the population growth and economy of Las Vegas. • Describe the bomber shown on the screen and compare it to present day bombers. • Discuss Johnny's letter home describing his experience. • What was a "Bull Durham sack"?

Military: Nevada Test Site

Developing Comprehension Describe the Nevada Test Site. What were the provisions of the Limited Test Ban Treaty of 1963? Describe the "base camp" for the site. Discuss how the Nevada Test Site is important to the economy of southern Nevada. Discuss why do you think "many citizens don't want the continued presence of nuclear

facilities in the state"?

World War II and Post-War (1940-1964): Civil Rights in Nevada

Developing Comprehension • Discuss why basic civil rights were denied African-Americans, even though the U.S. Constitution guaranteed these rights. • What was done nationally and in Nevada by African-Americans to finally get their civil rights? Civil Rights in Nevada: Las Vegas and the Moulin Rouge

Developing Comprehension • Discuss why many hotels on the Las Vegas strip did not even allow famous African- American entertainers to stay in them. Where did they stay? One group of very famous entertainers was instrumental in breaking this "color barrier." Who were they and what was their nickname? Discuss why the Moulin Rouge was an exception to segregation and "a fabulous success." What were the results of the March 1960 meeting regarding the civil rights movement in Nevada? Who was involved? Why do you think these results were reached "that led to the lowering of racial barriers"?

Civil Rights in Nevada: Discrimination in Hawthorne

Developing Comprehension • Why was the Naval Ammunition Depot in Hawthorne "an important economic boost to the area during the Great Depression"? • Discuss how the town of Hawthorne was segregated prior to World War II. • Discuss how segregation was enforced in the town of Babbitt. • What did the NAACP and Governor Grant Sawyer do to end segregation?

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H. Contemporary Nevada (1964-Present): Contemporary Governors and the State of the State: Grant Sawyer: Civil Rights

Developing Comprehension • Discuss the life and political career of Grant Sawyer. • What was his political party? What issues was he interested in?

Contemporary Governors and the State of the State: Laxalt: Gambling or Voting Age

Developing Comprehension • Discuss the life and political career of Paul Dominique Laxalt. • What was his political party? What issues was he interested in?

Contemporary Governors and the State of the State: O'Callaghan: Protecting our Children

Developing Comprehension • Discuss the life and political career of "Mike" O'Callaghan. • What was his political party? What issues was he interested in?

Contemporary Governors and the State of the State: List: Commission on the Future of Nevada

Developing Comprehension • Discuss the life and political career of Robert Frank List. • What was his political party? What issues was he interested in?

Contemporary Governors and the State of the State: Bryan: Environment

Developing Comprehension • Discuss the life and political career of Richard Hudson Bryan. • What was his political party? What issues was he interested in?

Contemporary Governors and the State of the State: Miller: Education

Developing Comprehension • Discuss the life and political career of Robert Joseph Miller. • Name his political party. What issues was he interested in?

Contemporary Governors and the State of the State: Guinn: Time for Change

Developing Comprehension • Discuss the life and political career of Kenny Guinn. • What was his political party? What issues was he interested in?

Summary of Governors. Dates in Office. Issues • Draw a Time Line or Structured Overview (see Appendix) of governors from Governor Sawyer to Governor Guinn, their dates in office and the issues in which they were interested. • Make a list of all the governors and their political party affiliation. • How many governors were Democrats and how may were Republicans? • How many of the governors were lawyers? • Why do you think so many lawyers went into politics?

123 Nevada Riches: The Land and People of the Silver State

• Which governor served the longest term?

Contemporary Nevada (1964-Present): Other Political Figures: Baring, Bible, Bilbray, Cannon, Reid, Santini, Vucanovich

Developing Comprehension • Discuss the life and political careers of the following political figures:

Walter Stephen Baring, Jr. Alan Harvey Bible James Hubert Bilbray Howard Cannon Harry Reid James David Santini Barbara Farrell Dillon Vucanovich

Contemporary Nevada (1964-Present): Native American Relations with Government

Developing Comprehension • Why were the Pyramid Lake and Walker Lake reservations created? • Why did the federal government hope the Indians would become farmers? • Discuss why this "hope" did not become a reality. • The federal government tried other means to help the Native Americans. Discuss why these different means were not successful. • Discuss the living conditions of the Native Americans, as shown in the photograph on the screen.

Native American Relations With Government: Dann Sisters

Developing Comprehension • Discuss the provisions of the Ruby Valley Treaty of 1863. • Why do you think it was called the "Treaty of Peace and Friendship"? • Why did the Dann family believe that the federal government should "abide by the old treaty"? • Discuss why the federal government does not recognize "the old promises made to the Western Shoshone."

Native American Relations With Government: Water and Pyramid Lake

Developing Comprehension • Discuss why the federal government did not discuss the water diversion clause of the Newland Reclamation project with the Native Americans. • Discuss the effects of this water diversion on the Native Americans. • What did the Pyramid Lake Paiutes do to get some of their water rights back? • Why is water such an important issue in Nevada?

Contemporary Nevada (1964-Present): Women in Politics

Developing Comprehension • Discuss the political rights women have gained in Nevada since 1914. • Which counties did the 42 women elected to the legislature between 1916 and 1981 represent? (Research.) • Where is Douglas County located and why do you think they have never elected a woman to the legislature?

124 Nevada Riches: The Land and People of the Silver State

Discuss why women have been slower to gain a seat in the judiciary?

Women in Politics: Maude Frazier

Developing Comprehension Discuss the educational and political career of Maude Frazier in Nevada. Why didn't she want to become a teacher? Why were "restrictions" placed on teachers? How have the qualifications to become a teacher changed over the years? Compare the curriculum of those earlier days with now. (Research.) Create a personality profile of Maude Frazier. Write an obituary for her.

Women in Politics: Jean Ford

Developing Comprehension • Discuss the life of Jean Ford after she moved into the "public sphere". • Create a personality profile of Jean Ford. • Write an obituary for her. •

Women in Politics: Sue Wagner

Developing Comprehension

Women in Politics: Bernice Mathews

Developing Comprehension • Discuss why Bernice Mathews believed so strongly in education. • Why did she become involved in politics and what were some of the issues she was interested in? • Why didn't she think that race was particularly important?

• Create a personality profile of her.

Contemporary Nevada (1964-Present): Nevada Symbols

Developing Comprehension • Why did the Nevada legislature choose the symbols it did to represent the natural resources of the state? Nevada Symbols: State Capitol Developing Comprehension • Discuss the construction and reconstruction of the state capitol. • Why is the dome of the Capitol considered a "Nevada landmark"?

Nevada Symbols: State Animal: Desert Bighorn Sheep

Developing Comprehension • Why were the Desert Bighorn Sheep chosen as Nevada's state animal? • Why did the population of Bighorn Sheep drop in the state?

Nevada Symbols: State Bird: Mountain bluebird

Developing Comprehension • In what locations can the Mountain Bluebird be found?

125 Nevada Riches: The Land and People of the Silver State ||

• Describe the appearance of the male and female Mountain Bluebird. • Draw a picture of each. • Why has the bluebird been "a sacred symbol" to many Native Americans?

Nevada Symbols: State Fish: Lahontan Cutthroat Trout

Developing Comprehension • On a map, draw the regions where the Lahontan Cutthroat Trout can be found. • Discuss why it was chosen as one the state's symbols. • How did the coming of the Euro-Americans have an adverse affect on the trout? • Draw a picture of the Lahontan Cutthroat Trout, noting its different colors.

Nevada Symbols: State Flag

Developing Comprehension • Discuss how the four flags of Nevada have changed over the years. • Draw a picture of each of the four flags. • If you could change the way the current flag looks, how would you change it? Draw a picture.

Nevada Symbols: State Flower: Tall Sagebrush

Developing Comprehension • Why do you think the sagebrush was adopted as the state flower? • Describe it and draw a picture of it. • How is the sagebrush important to animals?

• How did the Native Americans use it?

Nevada Symbols: State Fossil: Ichthyosaur

Developing Comprehension • What are fossils? • Describe the ichthyosaur? Draw a picture of one.

• Why do you think the ichthyosaur was adopted as the state fossil?

Nevada Symbols: State Gems: Black Fire Opal & Turquoise

Developing Comprehension • Why do you think the Black Fire Opal and Turquoise were adopted as the state's gems? • Locate on a map where these gems are found in the state. • Why is turquoise important to the Native Americans? Nevada Symbols: State Grass: Indian Rice Grass Developing Comprehension • Why was the Indian Rice Grass adopted as the state's official grass? • How is the Indian Rice Grass important to the Native Americans? • Discuss how grazing animals upset the ecological balance.

Nevada Symbols: State Metal: Silver

Developing Comprehension • Discuss why silver was chosen as the state metal. • Discuss the role silver has played in the history of Nevada.

126 I Nevada Riches: The Land and People of the Silver State

Nevada Symbols: State Reptile: Desert Tortoise

Developing Comprehension • Why was the Desert Tortoise chosen as one of the state's symbols? • Where are they found in the state? • What do they eat and where do they live? • Discuss why their existence is threatened.

Nevada Symbols: State Rock: Sandstone

Developing Comprehension • Discuss why sandstone was chosen as the state's official rock. • How has sandstone been used throughout the history of the Silver State?

Nevada Symbols: State Seal

Developing Comprehension • Why is it required that the Secretary of State place the state seal on all official documents? • Why was the state seal used from 1863 until 1913 unusual? • How has "that oversight" been corrected?

Nevada Symbols: State Song: Home Means Nevada

Developing Comprehension • Who wrote the state song and when did it become the official song of Nevada?

• Get a copy of the state song and have the students sing it.

Nevada Symbols: State Trees: Single-leaf Pinon & Great Basin Bristlecone Pine

Developing Comprehension • Discuss why Nevada has two state trees. • Summary of the State's Symbols • Draw a picture of each of the state's symbols and state when each was adopted. MYTHS AND TRUTHS

What is the myth surrounding the death of Senator Key Pittman? In the November, 2000 election, a dead man was elected as a U.S. Senator. How could this happen? Who filled his office since, obviously, he could not?

127 Nevada Riches: The Land and People of the Silver State

128 Nevada Riches: The Land and People of the Silver State

Summary • Draw a chart that shows the purpose and significance of each expedition. • Choose the expeditions you would like to have been on and write a letter home telling of your experiences. (This may require additional research about the expeditions.) • On a blank map of the state, trace each of the expeditions between 1800 and 1870 that crisscrossed the state. Use a different color for each route. • Do a character analysis of one of the explorers. What kinds of personal characteristics do you think he possessed and give reasons for your choices? Compare and contrasts these early explorers with present day astronauts.

C. Migrations (1840-1872): Who Came

Early Overland Groups: Old Spanish Trail

Previewing Vocabulary • Slough • Pediculous-looking • Crevices • Epidemic • Calico • Buffalo Chips • Bermy (Berme) • Currants

Developing Comprehension • Why did emigrants choose the Old Spanish Trail over other ones? • Why do you think no one settled along the Old Spanish Trail in these early years? • Draw a map showing the route of the Old Spanish Trail through Nevada.

Early Overland Groups: Bidwell-Bartleson (1841)

Developing Comprehension • Discuss why so many people wanted to go to the American West? • What is the significance of the Bidwill-Bartleson journey? • Draw a map showing the route of this expedition. • Why did you think the people "left behind" thought of these expeditions as "exciting"? • Assume the role of one of the people on this overland trip to California. Write a letter home telling about the challenges of the Nevada landscape, and your experience and feelings. If you had known about the hardships to be encountered, would you have gone? Give your reasons.

Early Overland Groups: Chiles (1843)

Developing Comprehension • Draw a map showing the route the Joseph Chiles party traveled. • Look AT THE map of the Chiles' route on the screen and describe the challenges of the landscape to the party.

Early Overland Groups: Stevens (1844)

Developing Comprehension • Describe the journey of the Elisha Stevens party and the challenges of the landscape. • Draw a map indicating the route the Stevens party took. • Why is it so significant to later Nevada history? • Locate this route on a current map of Nevada. • Assume that you were a member of the Stevens party and write an article for your local newspaper describing your experiences and feelings. Either encourage or discourage the people back home to undertake the same journey.

13 Nevada Riches: The Land and People of the Silver State

• On a blank map of the state trace the routes of the tree overland groups. Use a different color for each.

• Of the three groups, which one would you choose to travel with? Why?

Who Came: Donner Party (1846)

Developing Comprehension Describe the Donner Party and their hardships. What big mistake did the party make and what were its consequences? Where is Donner Pass? What happened as a result of taking the Hastings cutoff? Do a research project on the Donner Party and present it to the class as Readers Theater. Write a play/poem/song about the Donner Party and present it to the class/school. Why were people willing to face the dangers of an overland crossing? Challenges of terrain: George W. Bean Diary - Las Vegas

Developing Comprehension • Why was George W. Bean sent to Las Vegas Springs? • Describe the kind of person who would face all these hardships. Create a map or character analysis chart. (See Appendix.) • Discuss Bean's description of the hardships of the trail. • Discuss his descriptions of the hardships of living in early southern Nevada. • Look at the photo of George W. Bean on the screen and describe his physical characteristics. Then, describe what personal characteristics you think he possessed to undertake such a journey and endure the hardships. (See Appendix for Character Analysis chart.)

• Write poem or song, or draw a mural that clearly describes those hardships.

Challenges of terrain: Yager Journals

Developing Comprehension Why is Yager's account of his trip an important part of the historical records of Nevada? Draw a map of his trip. Why do you think the distances traveled in one day vary so much? Describe the Piute Indians' way of life. How did women carry their babies? How was the frame constructed? Draw a frame. What was the baby called? What is the origin of the word? Describe the boiling spring that Yager called "a great curiosity". Describe how they used the boiling waters of the spring. How had others used it? Crossing Nevada: Cutoffs

Developing Comprehension • Choose one of the trails and plan (map out) in detail how you would get from beginning to end and what you would take, when you would travel and estimate how long it would take you and why. • What barriers would you encounter? How would you cross them? • What other trails were crossing Nevada? Draw them on a map using colored pencils or markers. (Use a different color for each route.) • On the screen is a Nevada trail map with the cutoffs highlighted. Why do you think the early emigrants would choose on cutoff over another? • What were some of the hardships emigrants could face by choosing one cutoff over another? Give reasons.

14 Nevada Riches: The Land and People of the Silver State

Important points: 40-mile desert

Developing Comprehension • Locate the Forty Mile Desert on a map. • Why was it a "critical point" along the Humboldt Trail? • The emigrants could see nothing but desert in front of them. Why do you think they still decided to cross it? • Was this a wise decision? Why do you think so? • What do you think the leader of the group told them to get them to decide to make the crossing? Write the kind of "speech" you think the leader gave them and give it to the class. • Why do you think this was an experience they would never forget? • Write a letter home telling of your feelings and concerns about crossing the desert.

Important Points: Ragtown

Developing Comprehension • Why was Ragtown important to the early emigrants? • Discuss why Ragtown was an important point along the emigrant trail in Nevada. • Compare and contrast Ragtown in the 1986 photo on the screen with earlier days. What happened to the town? Why do you think it was called "Ragtown'?

Important Points: Las Vegas Springs

Developing Comprehension • Why was Las Vegas Springs such a pleasing sight to the early emigrants? • What lay between Muddy River and Las Vegas Springs? How long do you think it took them to cross? Why? • What time of day was best for traveling? Why?

Landscape Description from Overland Travelers: John Bidwell (1841)

Developing Comprehension • In the audio "Ho for California" Bidwell tells who was elected captain and why, how many were in the party, the provisions they took and what and why he took what he did. Discuss these points separately. • In the audio "The Great Basin Crossing" Bidwell describes the land or terrain they were passing through. Discuss how he describes this country. • In the "Natives Delicacies" audio Bidwell describes the area where the Indians of the Humboldt lived and their "native delicacies". Discuss how he described both.

Landscape Description from Overland Travelers: Mrs. F.G. Hazlett (1862)

Developing Comprehension • Discuss why Fannie Hazlett was considered an "adventurous woman". Make a list of adjectives that could describe her. Write an obituary for her and an epitaph for her grave headstone. • Mrs. Hazlett stated that her trip was "in no sense a picnic or pleasure trip". How did she describe the trip across the plains? • Approximately how many miles did they travel in one day? How long would it take today to travel the same distance in an automobile? • How do you think pioneer women became "civilizing agents" on the Nevada frontier?

15 Nevada Riches: The Land and People of the Silver State

• What is Mrs. Hazlett's reference to Sir Walter Raleigh and Queen Elizabeth? What does she mean by it? • What kind of roof was she making for the cabin? Describe how effective you think it might have been in each season of the year? • What was the attitude of men toward women "at that time"? • Why did teamsters and sick miners have a reason to be thankful to pioneer women? • What do you think she meant by "we not all saints" and "We were as good as the best and a great deal better than the worst"? • Create a character analysis chart for Fannie Hazlett and write a descriptive paragraph about her. Or, write a song or poem about her.

Landscape Description from Overland Travelers: Mary Oxborrow (1864)

Developing Comprehension When and where was Mary Oxborrow born? Describe her voyage from England to New York and then the route she took from New York to Illinois. The pioneer wagon train left Illinois on its way to St. George, Utah, its destination. Describe the composition of the wagon train and discuss some of the hardships they encountered on the trip. Why did some people walk instead of riding in the wagons? What does the fact that she walked almost the entire distance of the trip tell you about her? What did they do for fun and excitement? Make a map showing the journey from England to St. George, Utah. Write a daily diary of what she did or might have done and seen on the trip across the plains. How many children did Mary Oxborrow have? How many lived? Describe what she and her family found when they arrived in Lund? Describe how the houses were constructed. What kinds of problems might these houses have had during all four seasons of the year? Where did Mrs. Oxborrow get the lumber to build her house? How did she and her sons provide a living for themselves? Describe Lund in 1913 and how different it was from earlier days. What is the difference between Lund and Ely? Where were the first schools held and how did that change in 1915? Mary Oxborrow saw many changes in the appearances of her town and "of the whole valley". Make a list of these changes. What do you think caused these changes? Write a Readers' Theater script for Mary Oxborrow's life, or write a poem or song about her. Have one student assume the character of Mary Oxborrow and the rest of the students will

ask her questions about her life and experience.

Remnants of the Crossing on the Landscape

Developing Comprehension • What evidence do we have today that shows the emigrants crossings?

• Why is the desert "slow to reclaim the land"?

D. Territory to Statehood (1848-1864)

Lines on the map: Political Structure Imposed on the Landscape: Utah Developing Comprehension • The Treaty of Guadalupe in 1848, after the Mexican War, added new lands to the United States. What significance did this have for Nevada? (Research topic.)

16 Nevada Riches: The Land and People of the Silver State

• What was the process by which Nevada became a territory? (Research topic.) • The North and South were fighting the Civil War partly over the issue of slavery and President Lincoln and the North wanted Nevada admitted as a state. Why? Who in Congress opposed granting Nevada statehood and why? • Describe the political process necessary for Nevada to become a state. • Mao 5 Draw a map showing how the land acquired from Mexico was divided and boundaries changed to create California. Discuss the effects this new division must have had on people living there. How would you have reacted to this division of land had you been living there? Why? • Map 7 Draw a map showing what bounded the counties of Utah and New Mexico territories. How are these county boundaries different today? • Map 8 Why was Carson County created? Which five counties did this affect? • Map 9 Why were additional counties created 1856? What effects did this have on adjoining counties? • Map 12 Draw a map showing how the shape of Nevada was changed just before it became a territory. • Map 13 Draw a map showing the Territory of Nevada as it was created in March 1861. How is the shape of the Territory different from the present day shape of the state?

Lines on the Map: Political Structure Imposed on the Landscape: Southern Nevada Expansion

• Map 19 How did the shape of Nevada change in 1866? Why was the boundary moved? How far is one degree of longitude? • Map 20 Why do you think this part of the state was underdeveloped and sparsely settled when Nevada became a state? How has it changed today? Give your reasons. Why is this particular part of the state "a very important portion of the Nevada landscape"? • Map 21 What changes in the size and shape of the state does this map show? Compare and contrast the size and shape in the territorial period to that of Nevada as a state.

Lines on the Map: Political Structure Imposed on the Landscape: Changing Counties and County Seats

Developing Comprehension • Name the nine counties created by the first Nevada Territorial Legislature. Small groups of students (3-4) will select one county each and research its history—size and population, economy, how people made their living, town government, geography and living conditions. Students will then give an oral report to the class, using a variety of visual aides. • Which counties were added to the state by 1874? • What happened to Ormsby County in 1969? Why? • Bullfrog County was created in 1987 but in 1989 it was no longer a county. Why? What was that law? (Research.) • The 17 counties in Nevada are listed on the chart in alphabetical order. Rearrange them in the order (dates) they were created. • Why do you think some of the county seats changed from the original sites?

17 Nevada Riches: The Land and People of the Silver State

Lines on the Map: Political Structure Imposed on the Landscape: Sam Clemens Letters Home

Developing Comprehension • Who was Mark Twain? What is his connection to the state? • After reading Mark Twain's letter to his mother, do you think he was being truthful or being a humorist? Explain your answer. • What "other questions" do you think Mark Twain's mother asked him? • Write a skit (or Reader' Theater) about the mother's questions and Twain's vocabulary. • Do a research project about Mark Twain's visits to Nevada. (In addition to the encyclopedia, the internet, newspapers, in his book Roughing It. also see the Nevada Magazine. October, 1999, microfilm, Territorial Enterprise in Virginia Citv.)

E. Riches, Ranching and Railroads (1850-1900): Mining

Previewing Vocabulary • Tailings • Silica • Ramshackle • Ingenuity • "Talkies" • Trestles

Developing Comprehension • Describe this historic photo of mining on the screen and discuss how mining has affected the history, the "mark" is has left on the landscape and economy of the state? • There are laws today that protect the landscape from being as scarred as in the early days of mining. Research those laws and give an oral report.

Mining: 19th Century Mining Geology

Developing Comprehension • How did James Hulse describe the discoveries around Virginia City? • Why do you think it was difficult for miners to separate the gold and silver from the rocks? • Discuss how mining is different today form the earlier days of mining.

Mining: Changing the Landscape

Developing Comprehension • What tools in the early days of mining did miners use to dig the mines? Draw some of them. • What tools are used today? • What did the miners do with the dirt they dug and what are those piles of dirt called?

• Why can't plants grow on these tailings?

Mining: Architecture of Mining Camps and Towns

Developing Comprehension • Virginia City was a well-built mining town and community in the 19th century. Describe it. • Describe the Eureka Opera House and its transformations or changes over the years. • What was an "Opera House" in those early days? What is an Opera House today? • What two words in the script describe many of the mining communities in the 19 century? • Discuss why they are described this way?

18 I Nevada Riches: The Land and People of the Silver State

Architecture of Mining Camps and Towns: Gold Hill

Developing Comprehension What did he mean by "Governor Nye's dominions"? Why couldn't he and his companions visit all of what they saw "in weeks of travel"? What does this tell us about ways or modes of travel then? Andrew Marsh wrote letters to the Sacramento Daily Union in 1861-1862 describing what he saw from the summit of Mount Davidson. Describe, in your own words, what he saw. Using his description, draw a mural of what he saw. Why do you think Mount Davidson looked, to him, like "some desolate portion of the

moon"?

Architecture of Mining Camps and Towns: Austin

Developing Comprehension • Where is Austin located in the state? • Look at the photo of Austin on the screen and describe the houses built. What prevented them from sliding down the hill? • What happened to the town after 1900? Why? • In your own words, describe the early town. Architecture of Mining Camps and Towns: Tuscarora

Developing Comprehension • Which ores were found in Tuscarora and when? • Where is the town built? • What happened to this once booming town? • What is it like today? • Create a Then/Now picture of Tuscarora.

Architecture of Mining Camps and Towns: Delamar

Developing Comprehension • Where is Delamar located? • Why was the town founded and when? • Why was it a "hazardous" or dangerous place to work? • What happened to the town and why? • Look at a current map of the state and describe the landscape of that area. How could (or do) people earn a living there today?

Mining: The Land Reclaims

Developing Comprehension • Why do you think Washington was a popular name for several mining camps in the state? • Where was the Washington mining camp in the photo shown on the screen located? When was it an active camp? • Why do you think it never became a town? • Draw a Then/Now picture of it. • Where was Jacobsville located? Why didn't it flourish or grow as a mining town? • What is meant by "county seat"? • Where is the county seat in your area of the state located?

19 Nevada Riches: The Land and People of the Silver State ]

Activities 135-44

Summarizing Each Section Pony Express Character Journal Reader's Theater Cowboy Country Talk Show Writing Suggestions Las Vegas Questions Vocabulary Indian Sequence of Events Say Something State Symbols Name That Person or Event Captions Native Cultures Who am I? Plan and Exploration or Native Legends Create a Newspaper or Expedition Animals Magazine Expeditions Interviewing Famous and Not On-the-Spot Reporting County Place Names So Famous People Family Tree Mining/Early 20th Century Games Family Tree Writing Activity Mining Towns Newspaper What Do You Know? In Map Study Fact and Opinion Conclusion Reno-Tahoe Territory Music Pioneer Journal Writing

Additional Nevada Resources 145-50 Books, Articles and Publications Historical Societies and Museums

Appendix: Charts and Forms - Sixty-four graphic organizers have been given in the Appendix because they provide the brain with a focus. In essence, graphic organizers tell the brain what to pay attention to during the learning experience and assist in establishing a pattern for learning new material.

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1 T'IH oieal Bn>n •> p>ir*. rl:he Bjim an 1 Rango rag M In H'O western United bSa'.a; NevidJ has many mountain -a"q»s. gen4ra.1v ruining (rain ncrih so scut1) One geographer has dfis.vifcaii :lio-n av> rf'i '•!••••:/ 11! ca!u'|jll,«s trawl ng Icnvard MBJKO.* 'lie -icunl-inis wnra ditHui't iidi'leiyto ircssTor'ia'fyffa&lBK' **•' Inrcugh Nnv-ida. > * • sis.

;/ Bahvne'i l!ie rnou-t-in 'anyos a'p va'pysiiat arajgaiMnll]Ijr«aJI • ;> wth RlRvaionj between 4 .CCC a* S.OGJ feel,aGOVe sea leu 9ln..;.m>,i. BtfimtUcy.&ak. near the fJaitorrib-ifattfcSAM^ji&ir point ir:Na "-*'"

I Kjtk&Tntti ?IUTnInwf iJhik inn J fc; a. •• I Nevada Riches: The Land and People of the Silver State

Riches, Ranching and Railroads: Ranching and Farming: wide open space, fenced in places

Developing Comprehension • Why were the first Euro-Americans settlers unfamiliar with the Nevada landscape? • What do you think they thought when they first saw it? • How did the Nevada landscape present a problem for these settlers? Keep in mind the reasons they came. • Write a letter home telling your family your first thoughts and impressions of the landscape. • Make a chart giving reasons these first Euro-Americans settlers came to Nevada.

Ranching and Farming: wide open spaced, fenced places: Impact of Landscape

Developing Comprehension • How did the landscape and the natural resources determine how people lived in Nevada? • What does "ingenuity" mean? • How did the Nevada landscape test the ingenuity of these early settlers? • What is the number one "essential" for farming? • Where do farmers get their water today? • When did the fencing begin to restrict or stop the movement of cattle and sheep in Nevada? (Research.) • Do you think land should be fenced? Why? Why not? (Do a Discussion Web or debate on the issue.)

Ranching and Farming: wide open spaced, fenced places: Native Plants

Developing Comprehension • When people think of a desert they think hot and dry or arid. Why then is Nevada described as a "cold desert"? • Describe the vegetation found in Nevada. • Why were sagebrush and yucca plants important to Native Americans? Make a list of how they used these two plants. (Research.)

Ranching and Farming: wide open spaced, fenced places: Climate (white winter)

Developing Comprehension • Where did cattle ranchers graze their livestock in the late 19th century? How has this practice changed? • What weather conditions proved disastrous to these cattle ranchers? • Why did the ranchers change their practice of "strictly open range grazing"? • Discuss how haying was done (refer to photo) in these early days and how it is done today. • During severe winters, what are some of the ways ranchers get feed to their cattle today? • Invite a rancher to come to your class to discuss the advantages and disadvantages, and the "joys and sorrows" of ranching.

Building the Railroad: The Challenge of the Landscape

Developing Comprehension • Describe the challenges the varied landscape of Nevada presented to those building the railroads across the state. How were these challenges overcome?

20 Nevada Riches: The Land and People of the Silver State I

Why was the railroad an important part of Nevada's past? Discuss what needed to be done before the railroads could run. Which people (nationalities) worked on the railroad? (Research.) Given the low pay, why do you think people "hired on" for such difficult work? Pretend that you were a worker on the railroad and write a journal or letter home describing the work and working conditions.

Building the Railroad: Impact of Steam Technology on Old Growth Forest in Tahoe Basin

Developing Comprehension • Choose one of the railroads crossing the state and list some of the obstacles encountered by those building the railroads across the landscape it traversed. • Why was the Crown Point trestle considered an engineering marvel? When was it built and by whom? Describe the trestle in detail. • How many trains used it on any one-day and for what purposes? What does this number tell you about the progress railroads and rail travel had made? • Why was the trestle dismantled? Since the trestle was considered an engineering marvel and is on the Nevada State Seal, do you think it should have been dismantled? Give reasons for your answers. • Why do you think its image remains as a part of the Nevada State Seal? Draw a picture of the State Seal. • Draw or make a replica of the trestle. • What natural resource was used to fuel the train's engines? • What is a cord of wood? (Dimensions) • Why did the coming of Euro-American settlers mean disaster for the forests of Nevada? • For what purposes did people use lumber? • How much lumber did the Comstock use in one year? How many total feet of lumber is that? • This was certainly costly, but what paid the "real price"? Why? • Describe the view of Spooner Summit? • What does "species" mean? Why do you think there are not as many species today as before?

• Why does this make it easier "for disease and insects to damage the trees"?

F. Early 20th Century (1900-1940): Mining

Previewing Vocabulary • Revitalized • Panoramic • Cyanide • Reclamation • Rappelled Developing Comprehension • Discuss the problems that existed for the revitalized mining economy in Nevada after 1900. • Why do you think these problems were worse in Tonopah, Goldfield, and in Bullfrog? • How does the panoramic view of Bullfrog illustrate these problems? • Why did the Liberty Pit have a more obvious impact on the landscape? • Create a mural of Liberty Pit.

21 I Nevada Riches: The Land and People of the Silver State

Mining: 20th Century Mining Geology

Developing Comprehension • How did mining in the 202( th century alter or change the landscape of Nevada? • Write a Letter to the Editor objecting to such mining or in support of it. • Do a Discussion Web (see Appendix for chart) on the advantages/disadvantages of open pit mining.

Mining: Changing the Landscape

Developing Comprehension • Where were towns and mining camps in Nevada often located? Why? • Describe the mining town shown on the screen. What does it tell you about were and how they lived? • Describe where the miners lived. • Would you have wanted to be a miner in Nevada in these early days? Why? Why not? Architecture of Mining Camps and Towns: Beatty

Developing Comprehension • Where is Beatty located? • What modern conveniences did the Montgomery Hotel have?

• Draw a Then/Now picture or mural of Beatty.

Architecture of Mining Camps and Towns: Goldfield (1905)

Developing Comprehension • Why did Goldfield proclaim itself "the greatest gold camp in the world"? Discuss it. • Why was it apparent that Goldfield had developed into "a thriving mining community"? • Why did it rival Reno? Architecture of Mining Camps and Towns: Rawhide (1906)

Developing Comprehension • Where was Rawhide located? • Why do you think it was called "Rawhide"? • Why did it grow so quickly? • Describe housing in the town. • What happened to it and why?

Architecture of Mining Camps and Towns: Rhyolite (1905)

Developing Comprehension • Where is Rhyolite and when was it founded? • Rhyolite had 8,000 people or inhabitants living there and 45 saloons. What is the percentage of the number of people to saloons? • Describe the housing conditions in the town. • How long did the town last? • Why do you think it was abandoned? • Discuss how it was like so many other mining towns?

22 Nevada Riches: The Land and People of the Silver State

Hazards with Landscape, Terrain of Mining Towns: Tonopah (1906), Mazuma Flash Floods (1912)

Developing Comprehension • Where was Tonopah located? • What is a "cloudburst"? • Describe the picture or image you are viewing. • Why were so many mining towns built or constructed at the mouth of the canyons? Was this a wise or smart decision? Why? • Pretend that you are a survivor of the flood and write a letter home describing it in detail and how you felt. How did you survive? • Describe the damage done by a cloudburst in Mazuma as shown in the photo on the screen. • How did the boy survive? Draw a picture or mural of how you think this looked. (Be creative and have fun!) • Perhaps someone in your community lived or knows about someone who lived through one of these experiences. Invite that person to come to class and share the horrors of one. (If the person does not want to come to the class, ask permission to interview him/her and report to class.)

Hazards with Landscape, Terrain of Mining Towns: Fire Hazard

Developing Comprehension • Why was fire such a danger or hazard to the early mining towns? • Look at the photo of Virginia City on the screen and describe how it was constructed and what materials were used. • Why was the way houses were heated and businesses lighted so dangerous? • Put on your "reporter's cap" and write an article for a newspaper describing the fires. (Remember, newspaper articles usually follow the same format - Who? What? When? Why? How?) Find pictures of the fire and include them in your article. • Research the cause and results of the fire in Virginia City in 1875? Give an oral report to the class.

Reclamation: Newlands Project

Developing Comprehension • Why was it thought or assumed that farming would make America great? • Who was Francis Newlands and what was his belief about the future of farming in arid or dry Nevada? • What was the Newlands Reclamation Project and why was it started? Discuss the affect it had on the landscape and water table. • How successful was it? Give reasons. • Why was the act harmful to Native Americans? • Discuss why the people of Churchill County were disappointed with the results of the Act. • How has Fallon benefited from the act? • Do a debate or Discussion Web on this issue- The Newlands Reclamation Act was/was not a good idea.

Reclamation: Hoover Dam

Developing Comprehension • Why did people want to build a dam on the Colorado River? • What were some of the challenges the engineers faced in selecting the site of the dam? • Why was Black Canyon chosen as the site for the dam?

23 Nevada Riches: The Land and People of the Silver State

• Discuss what is meant by the statement "the canyon presented a test of human inventiveness"? • Draw a mural of the dam during various stages of construction, ending with the completed dam. • The construction of Hoover Dam and the myths about the number of men killed during its construction still fascinates people. Do a research project and present and oral report to the class, using visual aids.

Recreation: Dude Ranches, Fishing, and Amusement Parks

Developing Comprehension • Dude ranches promised to give their guests a "glimpse of the old west". What did this mean? How is the "old west" experience for guests different today from earlier days, if at all? What attracted fisherman and hunters to Nevada? Is this also true today? Give reasons. Why was Lake Tahoe a favorite "recreation destination"? Describe the photo of women on a boat on the screen. What would this same scene look like today? Why the difference? Draw a picture of a paddleboat. What things attract people to Lake Tahoe today that were not available in earlier days? What "indoor recreation" did Reno and Las Vegas provide to residents and visitors?

G. World War II and Post-War (1940-1964): Military Installations

Developing Comprehension • Why were so many military installations established in Nevada? • What did each one do or specialize in? • On a map of the state show were showing these military installations are located. • Make a chart of each installation and what its purpose was. • Discuss the pros and cons of establishing so many military installations in the state. • If you had the authority to close any or all of these installations, which one(s) would you choose to close? Give reasons. What do you think would happen to the economy of the state as a result of the closures?

World War II and Post-War (1940-1964): The Atomic Age

Developing Comprehension Why, when and by whom was the Nevada Proving Grounds created? Describe it. Describe how various nuclear weapons were tested at different sites at the Nevada Test Site. What is your personal reaction to the fact that nuclear weapons were tested above ground in Nevada? Why do you think that testing went underground after 1962? After viewing these images and photographs on the screen, write an opinion paper expressing your support for or lack of support for nuclear testing in Nevada. Write a letter to your Congressman expressing your opinion for or against such tests. The Federal Government assured the people of Nevada exposure to radiation would not be harmful. Do you think they were telling the truth? Why? Why not? (This issue would make a great debate.) Make a list of your reasons. Why do you think the federal government chose Nevada for these nuclear tests? Were there protests at the time against such testing? Describe them if there were.

24 I| Nevada Riches: The Land and People of the Silver State

The Atomic Age: NHS - Sedan Crater

Developing Comprehension • How and when was the Sedan Crater formed? • How much is "12 million tons of earth"? • Draw (to scale) a map of the crater and see how many little/small towns or cities in the state would fit into the crater. • Given the magnitude (largeness) of such destructive power of the nuclear testing, what arguments or assurance did the federal government give to the people of the state that they were safe? (Research. Check newspaper articles.)

The Atomic Age: Above Ground Testing

Developing Comprehension • What were the Desert Rock Exercises and why were they conducted? • Do you think that the Desert Rock Exercise should have been done with soldiers? Why or why not? • What are "gamma rays"? • What is an "encampment"? What is an "airburst"? • Describe the Desert Rock T Exercise. • If you had been a soldier who was supposed to participate in the "airburst" experiment, would you have wanted to do so? Why? Why not? List your reasons and write a letter home stating your reasons and telling how you felt. • Do a debate or Discussion Web on the issue: Soldiers should/should not have been required to participate in this experiment. • As the editor of your local newspaper, write an editorial supporting/no supporting the use or involvement of soldiers in the experiment. • What type of aircraft did the Air force have that were capable of delivering atomic weapons? How were these bombers different from a conventional bomber? Draw a picture of each and describe the differences. (Research.)

The Built Environment: Neon

Developing Comprehension • What things or devices do businesses and casinos use to attract people? • Why are neon lights so visible? • Neon lights are visible for miles across the desert landscape of the state. Discuss how they have changed the landscape. If you had the authority to limit the use of so many neon lights would you do so? Give reasons.

H. Contemporary Nevada (1964-Present): Modern Weather

Developing Comprehension • Describe Nevada's climate. • Draw a map showing the average rainfall in various parts of the state. • Why is water such an issue in Nevada? • Make a weather map of the state indicating or showing the average high/low temperatures in the various sections of the state. • Where and what was the record low temperature in the state? The highest temperature and where? • Have each member of your class choose a state and compare its climate with that of Nevada. If your students could live in another state, because of climate, which one would it be and why. Ask the students to make a weather chart of graph of their chosen state and compare it with Nevada.

25 Nevada Riches: The Land and People of the Silver State

Contemporary Nevada (1964-Present): Growth and Changing Landscape

Developing Comprehension • Why has Nevada's population always been transient? • Discuss why many towns in Nevada have, over the years, become ghost towns. Make a list of these ghost towns. • Why has the population of Nevada been increasing rapidly in the state in recent years? List the reasons. • What are some of the advantages and disadvantage of an increase in population? • What is the difference of the estimated population of the state from 1995 to 2025? • Why is this population growth happening? List your reasons. • List on a chart the advantages/disadvantages of such growth. • What would you do to help solve these problems?

Contemporary Nevada (1964-Present): More Built Environment

Developing Comprehension • Why do you think the population of Nevada has always been transient? • Make a "population map" of the state showing or indicating the population per square mile. What are some of the advantages and disadvantages or problems caused by an increase in the population? • How has the landscape been drastically changed to accommodate more people? • What is a "sprawling metropolis"? Discuss why has Las Vegas become one? • Why do you think many small towns and cities in Nevada have been growing? Discuss what advantages and disadvantages this growth has had on them.

Ecological Issues: Mining Legacies: Cyanide and Mercury Residue

Developing Comprehension • Why was it dangerous to use toxic chemicals to extract precious metals? • Products left over from mining were considered dangerous. Explain. • What "residues" of earlier mining in the state are still here today? Discuss how they can be dangerous to animals and people. • Suppose that someone ignored a cyanide warning sign, like the one in the photo, and some cattle died as a result of drinking the water. Then, the rancher who owned the cattle sued the mining company responsible for the cyanide residue. Do you think the mining company should have to pay for the cattle? This would make a good Discussion Web. Students could also conduct a mock trial - Rancher X vs. Mining Company X.

Mining Legacies: Open Mining Pits

Developing Comprehension • Describe how this huge hole was left when mining ended in the Copper Flat area of the state. • Discuss how this huge hole left in the ground by the Ruth Copper Pit was created. • Draw a mural to scale of the hole. • Why do you think the Federal government passed laws requiring mining companies to "reclaim" the land they mined? How do you think the mining companies reacted to these laws? Why? • How do you think the people living in the mining areas reacted to the laws? Why? • Divide the class into two groups- one representing the mining companies and the other the people of the mining area. Have them debate the fairness or unfairness of the Federal laws.

26 Nevada Riches: The Land and People of the Silver State

• Why is reclamation of mining sites considered a controversial issue in Nevada today?

Mining Legacies: Sink Holes in Virginia City

Developing Comprehension • How were sinkholes created? • What dangers did they create in Virginia City? (Refer to photos on the screen.) • Discuss why mining companies should or should not have been financially responsible for the damage done to these houses. Ecological Issues: Urban Living vs. Animal Habitats

Developing Comprehension • Why has life for man and animals always been a struggle for both in Nevada? • How have both "adapted"? • Why has survival for animals become even more difficult? • What has caused more pollution in the largest cities in Nevada? • Discuss how you think the pollution problems can be solved. • Discuss how the conflict between humans and animals that must share the landscape could be solved.

Urban Living vs. Animal Habitats: Desert Tortoise

Developing Comprehension • Why is the desert tortoise now considered an endangered species? • Since the desert tortoise is on Nevada's state seal, what could be done to protect it?

Urban Living vs. Animal Habitats: Wild Horses

Developing Comprehension • Where did the wild horse herds in the state come from? • What kinds of weather present problems for the wild horses? • How have housing developments and highways threatened the existence of the wild horses? • Why do you think some people use the wild horse for "target practice"? Discuss what kind of person would do this. Why do you think should be done to these people? Why? • What are the state and federal governments doing to protect the wild horse herds?

Urban Living vs. Animal Habitats: Wild Fire

Developing Comprehension • How is population growth a threat to the Nevada landscape? • How are wild fires a threat to the Nevada landscape? • What causes wild fires on the range during a dry season? • How can people living in forested neighborhoods protect themselves from wild fires in the dry season?

Federal Land In Nevada: Landscape and the Nevada Test Site

Developing Comprehension • Why has the fact that the U.S. Government controls a major part of the land (35%) in Nevada become a problem? • What significant impact have the nuclear tests had on the Nevada landscape?

27 Nevada Riches: The Land and People of the Silver State

• What kinds of animals still live around the test sites? How do you think they have survived? • Describe the effect of the nuclear explosions in 1968 and 1973 had on the Nevada landscape. What was the purpose of these explosions? • If you could choose another state where nuclear testing should be done, which one would it be? Why?

Federal Land In Nevada: The Issue of Yucca Mountain

Developing Comprehension • Why is fate or destiny of Yucca Mountain a cause of dispute between the federal government and the state? • What is a nuclear "repository"? • Do a debate or Discussion Web on this issue- "Nuclear Repositories should or should not be allowed in Nevada". • Do you think they can be safe for 10,000 years? Why? Why not?

Myths and Truths - "Sierra Nevada Means What It Says and Where Is It Anyway?"

Developing Comprehension What does the name Sierra Nevada mean? Where are the Sierra Nevada Mountains located? Why is there confusion about the name? What were the Nevada Organic (1861) and Enabling (1864) Acts? Why didn't California agree to the language in the acts? Do you think they were wise not to agree? Why? Why not?

28 Nevada Riches: The Land and People of the Silver State

II. People and Life Ways

Previewing Vocabulary Paleoindians • Kivas • Ecosystem Horticulture • Wattle • Stratigraphy Ancestral • Daub • Pothunters Anasazi • Salinization Pithouses • Archeologist

Developing Comprehension • As a previewing and pre-reading activity, divide the class into three groups. Each group will list what they know (K) and what they want to know (W) about the assigned topics, and then make a report to the class. After each group has made its report, other class members can add to each groups list under the K and W sections:

Group 1 • People who settled in the state • Where they lived • How they lived Languages they spoke

Group 2 • How people adapted to Nevada's harsh landscape • How they utilized the natural resources • Types of houses in which they lived

Group 3 • How they earned their living • How they entertained themselves • The different beliefs or ideologies of the various peoples

The purpose of this activity is to motivate students to want to know more about the people of the state and their life ways from pre-historic times to the present. It is also a pre-assessment tool for the teacher.

A. Pre-History (Pre-1800): Native Americans: Ice Age Paleoindians

Developing Comprehension • Why are the earliest known Native Americans of Nevada called Paleoindians? What is the meaning of the term? • What kinds of artifacts did they leave behind, as shown in the photo? How do you think these artifacts were used? Draw a picture of each. • What kinds of ice age animals did they hunt? Do hunters still hunt these same kinds of animals? Why?

Native Americans: Early Native American Period

Developing Comprehension • What is the "historic period"? Describe it. • Discuss how the climate changed and how these early inhabitants adapted to the change.

29 Nevada Riches: The Land and People of the Silver State

Introduction

Nevada has a rich and varied history. From the earliest pioneers to modern day pioneers, all have had to adapt to the state's landscape, environment, and natural resources.

As you take this trip through Nevada's past and present, you will see how the Native Americans, explorers, pioneers, nationalities, politicians, mining, agriculture, business and industry, technology, gambling, tourism, labor, transportation and communications have all contributed to making Nevada, the Silver State, what it is today.

Getting Started

To start the History of Nevada CD, click the Windows Start button, select Run, then type D:\Nevada.exe, or click Browse, select your CD Disk Drive and click on Nevada.exe. The program will take a few moments to load and take you to the opening screen. You are then in the program until you click on Exit in the lower right-hand corner. While you are in the program, no other program can be run.

There are several ways to use this CD. You will discover them as you become familiar with it. Here are the two best examples of how to get started.

Across the top of the screen is a list of chapters that are broad themes:

1. The Landscape 2. People and Life Ways 3. Technology and Transportation 4. Earning a Living 5. Nevada Government and Politics

Across the bottom is a list of chronological periods:

A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present

So, you can go through the CD by theme or Chronology. For example, you can choose to focus on Nevada landscape over time. Click on The Landscape on the top of the screen and then navigate through the chronological periods across the bottom.

1. The Landscape A. Prehistory, Pre-1800 B. Exploration, 1800-1870 C. Migrations, 1840-72 D. Territory to Statehood, 1848-1864 E. Riches, Ranches and Railroads, 1850-1900 F. Early Twentieth Century, 1900-1940 G. World War II and Post War, 1940-1964 H. Contemporary Nevada, 1964-Present Nevada Riches: The Land and People of the Silver State

Native Americans: Middle Native American Period

Developing Comprehension • Discuss how another climate change around 4,000 years ago affected the lifestyle of these early inhabitants. • How did this climate change allow the inhabitants of what is now, Nevada to establish trade routes with Indians living along the Pacific coast?

• Draw a map showing what these routes might have been.

Native Americans: Late Native American Period

Developing Comprehension • Discuss the kinds of human adaptations you think the Native Americans made to differing climatic conditions. • What kinds of seasonal foods do you think they gathered? • What does it mean, as stated in the text, that is within this period that "we have the first evidence of horticulture"?

• Discuss what the image on the screen tells about their lifestyles.

Native Americans: Virgin Anasazi: Architecture

Developing Comprehension Describe how the Anasazi of the Chaco Canyon area constructed their dwellings, how it differed from the eastern traditions, and the Lost City people. Draw a mural of the dwellings shown in the photo and tell how it illustrates their life-ways. What are Kivas and why do you think they were important to certain Indian cultures and not to others? Construct a miniature Kiva. Why would the change to an agriculturally based subsistence require permanent dwellings? How and why did these differ from a pre-agricultural subsistence? What are Pithouses and why were they subterranean or semi-subterranean? Describe how they were constructed. Describe how the houses up to A.D. 500 were different from those between A.D. 700-900. Why do you think this change occurred? Draw a mural of these dwellings. Why were the rooms "aligned to form an ellipse, crescent or horseshoe shapes? Describe the variety of masonry techniques used in the building of the surface structures. What advantages did these techniques have? What is "traditional Puebloan type architecture"? Why did some native populations move their settlements to mesa tops?

What advantages and disadvantages did this have?

Virgin Anasazi: Abandonment

Developing Comprehension • Why do you think there is a difference of opinion about the meaning of the word "Anasazi"? Why would the Navajo and Hopi, who share reservation boundaries, disagree over the meaning of the word? • Why do you think archeologists prefer to use the term "ancestral pueblo culture"? To whom does it refer? 30 Nevada Riches: The Land and People of the Silver State

• Describe the Ancestral Pueblo Culture - Where they built their houses and where they grew their crops? Why do you think there was a difference between where they lived and where they grew their crops? • Discuss each of the several theories about why they left and returned so often. Which one do you think it is best reason? Give reasons for you choice. • After abandoning the area, why do you think scholars believe they joined either the Kayenta or the Mesa Verde people in the east? Where are these located?

Native Americans: Indian Tribes

Developing Comprehension • Discuss the differences the early explorers saw in the Indians they encountered. Why do you think there were such differences? • What does the word "tribe" mean? Why do you think we called them by this name? Do you think the Native Americans use this term to describe themselves? Why? Why not? • Name the four basic groupings of tribes in Nevada. Draw them on a map of the state using a different color for each.

Native Americans: Stillwater

Developing Comprehension • What is an "ecosystem" and how did the Northern Paiutes of western Nevada typify Native American utilization of their ecosystem? • What kinds of food did the Stillwater Marsh supply? • Why was the fall harvest so important to the Northern Paiutes? • How do you think they used the foods they found?

Pre-History (Pre-1800): Understanding the People of the Past

Developing Comprehension • What is an archaeologist? What do they study and why? • What are "stratigraphy" and "strata"? Describe how they are illustrated in the image on the screen. • What evidence have archaeologists found that proves that ancient people lived here? • Describe the process of an archaeological evaluation or "dig". • Why are "pothunters" a threat to these ancient historic sites? Is pot hunting illegal in Nevada? If so, what should happen to people who are caught doing it?

Pre-History (Pre-1800): Spanish Explorers

Developing Comprehension • Why were the Fathers Dominguez and Escalante trying to find an overland route between Santa Fe and Monterey? • Look at the map of the expedition on the screen and describe the terrain or landscape they would have had to cross, eventually causing them to fail. Why didn't they take a more southerly route? • How valuable were their journals and maps to later explorers?

31 Nevada Riches: The Land and People of the Silver State

B. Exploration (1800-1870): Life of a Mountain Man: Jim Beckwourth

Previewing Vocabulary Aristocrat Apprenticed

Developing Comprehension The image of mountain man brings to mind a person who lived a romanticized life of adventure. Discuss the reasons why a man would choose to become a mountain man. What kind of man would want "to live beyond the rules of society"? Discuss and make a list of the potential hardships a mountain man could face. Make a class list of the character traits a man would need to become a successful mountain man. Have each student write a newspaper ad recruiting young men to become a mountain man. Pretend that you own a fur trading company and a young man comes in responding to your ad. Role-play the interview. Did you hire the man? Why? Why not? Discuss the life a James Beckwourth and the contributions he made in the exploration of the west.

Discuss why you would or would not have made a good mountain man.

Exploration (1800-1870): Life of an Explorer: Antonio Armijo

Developing Comprehension • Draw a map showing the route of Antonio Armijo's trading party during 1829 - 1830. Draw another map that show his actual route. Discuss the differences between these two routes. • Why did most later Mexican merchants follow the Colorado River southward instead of Armijo's route? • Armijo's journal reveals that life on the trail was anything but glorious or exciting. Explain.

• Why do you think it was necessary to eat a horse and mule?

Life of an Explorer: Kit Carson

Developing Comprehension • What does it mean that Kit Carson was "apprenticed" to a saddle maker? Why was it necessary for him to "run away" instead of simply leaving? • What is his legacy to the history of Nevada? • On which side did he fight during the Civil War? Why? • Why do you think he was reluctant to fight against Native Americans? • Do a research paper on the life of Kit Carson and present it to the class, using visuals where appropriate. C. Migrations (1840-1872): Life on the Trails

Previewing Vocabulary • Laudanum • Inset

Developing Comprehension • Draw the Overland Trail on a map of the state. Discuss the landscape along the length of the trail. Why did most of the travelers walk? • Have each student keep a journal of the trip, noting the dangers and challenges faced. Ask students to share their journal entries.

32 Nevada Riches: The Land and People of the Silver State

Life on the Trails: Lucy Henderson, 1846

Developing Comprehension • On a map, trace the route Lucy Henderson and members of her party took through Nevada. Describe the kinds of challenges the landscape presented to them.

Audio: Icon 1 • Trace their journey to the Humboldt River, Antelope Springs and Rabbit Hole Springs. • Discuss the challenges the party faced on this part of their trip, as described in the Audio: Icon 1

Audio: Icon 2 • What medicine did a doctor prescribe for Lucy's mother and what it was supposed to do for her? • Why was this medicine particularly dangerous for children? What effect did it have on Lucy's little sister? • Do you think Lucy's mother was negligent in not paying closer attention to Salita Jane since she told her mother that she was "awfully sleepy"? Why? Why not? • How were the black walnut boards used in their crossing of the desert; and what was their final purpose?

Life on the Trails: J. Goldsborough Bruff, 1849

Developing Comprehension • Describe the so-called post office travelers found on the trail, as described in the audio segment. • How do you think the letters left there would eventually be delivered to the recipients? • What was the purpose of the "stick and bill board" near the "Post Office"? What kinds of information do you think was placed there? • Write a notice that you would have placed there if had you been one the travelers? Why did you choose to leave your particular message or notice?

Life on the Trails: Dr. J. S. Shepard, 1850

Developing Comprehension • Why was dust "the greatest bane of the trip", as described by Dr. Shepard in the audio? • What kinds of health problems could result in breathing so much dust? How is this still a health problem for the people in Nevada today?

Life on the Trails: Marriett Foster Cummings, 1852

Developing Comprehension • Marriett Cummings said that the Paiute Indians were "very friendly". Why did they later become "unfriendly"? • Describe the kind of fish they caught for her and the "ingenious little hooks" they used. • Make a replica of the tackle they used.

Early Mormon Settlers: southern Nevada: William Bringhurst and Nathaniel Jones

Developing Comprehension

33 [ Nevada Riches: The Land and People of the Silver State Why did Brigham Young send William Bringhurst to southern Nevada in 1855? Describe the fort they built and the "farming land". In 1852 Marriett Cummings describe the Paiute Indians as being "very friendly". If this was the case, why do you think Bringhurst found it necessary to build a fort? Why was Potosi called "Nevada's first lode mine"? What does this mean? What kinds of conflicts do you think Nathaniel Jones and William Bringhurst had? Why? What eventually happened to Potosi? Why did the Las Vegas missionaries need Brigham Young's "permission to leave"? Early Mormon Setters: western Nevada: John Reese

Developing Comprehension • Draw a map of what Congress called the Utah Territory in 1850. Why wasn't it called the Nevada Territory? • What was the significance of the first group of Mormon traders in 1850? • What significance did the second group of traders, lead by John Reese, have in "the beginning of a permanent settlement in the territory that would become the state of Nevada in 1864"?

D. Territory to Statehood (1848-1864): Political Figures

Developing Comprehension Discuss the various reasons people came to Nevada during the territorial period. Why were women denied the right to vote in government elections? Do a debate or Discussion Web on the fairness or unfairness of this practice. When did women get the right to vote in the state? In order to become a lawyer today a person must graduate from a college or university, and then attend law school, and pass a bar exam. How did a man become a lawyer in the territorial days? Would you be comfortable being represented today by this kind of lawyer? Why? Discuss Cutler's political career. What were the responsibilities of each of the offices he held? Create a chart for each political office. Discuss the responsibilities of the political office that H.H. Bence held? Ask the people in your community who hold some of these same offices to come to class and discuss their responsibilities.

Territory to Statehood (1848-1864): "Regular" People

Developing Comprehension • Why were "regular people" just as important in designing the government of the territory as the politicians? • In our democratic form of government who has the greater responsibilities, "regular' people or politicians? Why? • As "regular" people, how were William Torreson and J.A. Blossom helpful in settling Nevada during the territorial period? • Why do the "biographical sketches found in our history books focus on men"? Do you think this is fair? Why? • Why were women "usually known only by their married names" and why was Wilhelmene Hernleben "an exception to that custom"?

34 Nevada Riches: The Land and People of the Silver State ||

E. Riches, Ranching and Railroads (1850-1900): Miners, Rich and Poor

Previewinq Vocabulary • Springstone <• Shaman • Quinine • Telegrapher «• Messiah • Blue Pills • Nuclear «» Antimony (Purgative) Family <» Charcoal • Ipecac • Degikup <» Calomel • Opiate • Emporium <• Jalap

Developing Comprehension • In which major areas of the state was mining "an important part of Nevada's history"? Why? Where was it "relatively unimportant"? Why? • Why did some of these lesser important mining areas become important in the 20th century? • Which of these metals, if any, are produced in your area? What effects do the mining of metals have on the economy of your area? What would happen to your economy if the mines shut down?

Miners, Rich and Poor: Grosch Brothers

Developing Comprehension • How was the Grosch brothers approach to mining different? What happened to them and why are they "remembered in history"?

Miners, Rich and Poor: John Mackay

Developing Comprehension • Why was John W. Mackay "one of the success stories in Nevada mining"? Why is there a statue of him on the University of Nevada, Reno campus? • Who were in the "Bonanza Firm"?

Miners, Rich and Poor: George Colton

Developing Comprehension • Discuss the life of George Colton. Why was his claim called the "Duplex"? • The gold he found was assayed at 72 ounces of gold per ton. How much would a ton be at today's price of gold?

Life on Ranches and Farms: western Nevada

Developing Comprehension • Discuss why the "photo of men working in the Brockliss blacksmith shop" is unique. • Why was it "rare to find African-American ranchers in 19th century Nevada and even photographs of them during this period? • How did Ben Palmer earn his living? Why was he so highly respected? • What evidence or indication is there that there was a lack of discrimination during this period of the history of the territory? • What does the article in the Gardnerville Record - Courier at the time of his death say about him as a person?

35 Nevada Riches: The Land and People of the Silver State

Life on Ranches and Farms: Elko County

Developing Comprehension • Describe the history of the Garat family in Nevada and the YR ranch in Elko County. • Why did the Garat children attend school in California during the winter months instead of Nevada? • Why was the ranch eventually sold? • If the Garats were to own the same ranch today, do you think the daughters would have sold it? Why do you think so?

Life on Ranches and Farms: central Nevada

Developing Comprehension • Given the length, width, and remoteness of Railroad Valley, why would anyone want to settle there? • Look at a map of that area of the state, and describe the landscape, and how people could earn a living. • Describe the types of houses they built and why they used different natural resources.

Life on Ranches and Farms: southern Nevada: O.D. Gass

Developing Comprehension • Why did O.D. Gass name his ranch Los Vegas? • Why did the Southern Paiutes, not being farmers or ranchers, assist Gass on his ranch? What does this tell you about the changing lifestyle of the native inhabitants? • What became of his ranch?

Southern Nevada: Helen Stewart

Developing Comprehension • Why is Helen Stewart known as "The First Lady of Las Vegas"? • Discuss how her life was like and unlike the life of women in the earlier history of the state. What does this say about the change in women's roles in a male dominated society? • Why were her children eventually sent away to school to continue their education? What does this tell you about the educational system in the state at that time? Why would it not be necessary to send them out of state today? • , as stated in the

Audio. Icon 1? • What advice did Mrs. Stewart give her young son Archie, while away at school? • Why did she give him this advice?

Audio. Icon 2. • Mrs. Stewart wonders what kind of man Archie will become. What did she mean when she wrote: • "Dare to do right" • "Dare to be true" • "Dare to be good" • "Everything will come right for you"

36 I Nevada Riches: The Land and People of the Silver State

Audio. Icon 3 • What is coal oil? Why was this an important discovery and how was it used?

Audio. Icon 4 • Why did Mrs. Stewart seem so optimistic about the future, as expressed in this letter to her daughter Lisa?

Audio. Icon 5 • What kind of "basket collection" did Governor Scrugham want Mrs. Stewart to prepare for the State Exposition and Rotary meeting? Why do you think he was willing to pay her a salary, plus expenses, and the expenses of someone to help her? • What kind of book was Mrs. Stewart writing and why did she think it would make her a "good profit"? • Mrs. Stewart was a remarkable woman. Fill out a character Analysis Chart (see appendix) on her and write a paragraph describing her life. • Have one of your female students assume the role of Mrs. Stewart and have the class interview her about her life. Make a list of questions to be asked prior to the interview.

Railroaders: Johnny Bartholomew

Developing Comprehension

Audio. Icon 1 • Describe the way the Gold Hill News reported the news of the fire John Bartholomew saw as his train passed through the American Flat Tunnel. • What was done to try and "check the fire"?

Audio. Icon 2 • Why was the attempt to put out the fire unsuccessful? • Why do you think it was necessary to have a "tunnel watchman"?

Audio. Icon 3 • Describe how The Territorial Enterprise described the efforts at the tunnel.

Audio. Icon 4 • Discuss the meaning of the poem that a newspaper printed about Johnny Bartholomew's heroic efforts to save the train and passengers. • Write your own poem about Johnny Bartholomew's efforts to save the train. • Write a newspaper article about the tragedy. • Write an obituary or eulogy for Johnny Bartholomew.

Railroaders: Mary Norton Evans

Developing Comprehension • What is a telegrapher and what skills are necessary to become one? Where was her station or office? Why? • Discuss how her job, and those of other women, illustrates the changing role of women, as indicated in the U.S. Census of 1900. • Why do you think the job description didn't always indicate exactly the type of work a woman "did for the railroad"?

37 Nevada Riches: The Land and People of the Silver State

• How did World War I and World War II change the types of jobs women did? • Discuss how the way women can earn a living has changed since World War II. Why do you think this has happened?

Riches, Ranching and Railroads: Native Americans: Impact

Developing Comprehension • Why did the Paiutes and Shoshones welcome explorers and emigrants "as retuning kinsmen"? • Discuss how and why the Native Americans' attitudes toward the Euro- Americans gradually changed. • How did the Indians adapt to these changes? How do you think they felt about this change in their traditional way of life?

Native Americans: Adaptation: Social Structure

Developing Comprehension • Describe the social structure of the Nevada Indians. Is this different from the social structure of today's American families? Why? Why not? • Why did larger groups come together in the late spring? What kinds of ceremonies would they have at this particular time of the year?

Adaptation: Living Conditions

Developing Comprehension • How did the Native American way of life change during the historic era of the state's history? Why? • Describe how the structure of Native American "homes" began to change, as shown in this photo. Why did change begin to occur? • Describe how the Native Americans also began to change their style of dress, as shown in the photo.

Adaptation: Basket-making

Developing Comprehension • Discuss the functions of baskets in the Native Americans cultures of Nevada and why there was a change in their use. • Why was there a revival of basket making by the Indians in the early 20th century? How and why were the baskets different from the traditional way they were made?

Basketmaking: Washoe Basketmaker: Dat-So-La-Lee

Developing Comprehension • Describe the life of Dat-So-La-lee and why she became famous. • Describe a degikup basket. Draw a picture of one to exact proportions. • Why was she also known as Louisa Keyser instead of her traditional Indian name? • What kinds of support did she receive from Abe Cohn? Do you think this was a fair "exchange"? Why? Why not?

38 Nevada Riches: The Land and People of the Silver State

Basketmaking: Southern Paiute Basketmaker: Mary Ann Pepo

Developing Comprehension • Describe the types of baskets shown in the photo on the screen. How were they used? • Describe how the Native American women did traditional basket weaving. • Discuss the functional and decorative aspects of basket weaving done by Native American groups in the state.

Native Americans: Wovoka

Developing Comprehension • What did the Native Americans in Nevada do to counteract the changes in their lifestyles because of the coming of Euro-Americans? • What were Wovoka's visions and what significance did the visions have for many Native American tribes? Why were the tribes receptive to his visions? • What was the Ghost Dance movement and why did settlers and the U.S. government fear it? • Where did the massacre of 300 Native Americans take place?

Native Americans: Sarah Winnemucca

Developing Comprehension • Discuss how Sarah Winnemucca served as a "mediator" between her people and the Euro-American settlers. • What was she attempting to do during her trips to Washington, D.C. and how successful was she?

Audio Icon 1 • What did Chief Winnemucca mean when he said that the first white people come into their country life a "lion"? • Why did he say that he would never forget them? • What was Chief Winnemucca's grandfather's reaction to the coming of the white man? Why?

Audio bon 2 • What kinds of stories did the Indians tell their children and why? • What is the significance of the "Coyote" in their folklore? • Compare and contrast how these Native Americans taught their children with the way parents today teach their children.

Audio Icon 3 Discuss why some of Sarah Winnemucca's people "maligned" her? Were those people fair in their criticism? Why? What did she mean by "my people are ignorant of worldly knowledge"? What did she say they knew? Discuss how she described her people? What does this tell about their philosophy of life? Compare and contrast their philosophy of life to that of many people today. Do you think it is possible to combine these two philosophies in our modern world? Why? Why not? • What did she mean by "they know black is not white"?

39 Nevada Riches: The Land and People of the Silver State

Or, you can select a chronological period and follow it though each of the themes like this:

E. Riches, Ranches and Railroads, 1850-1900 1. The Landscape 2. People and Life Ways 3. Technology and Transportation 4. Earning a Living 5. Nevada Government and Politics

Thumbnail Images, Audio and Video Clips

Watch each screen for thumbnails, audio and video clips. The thumbnails are small images to the left of the text, the audio clips have a phonograph icon and video clips have a old film projector icon. Click on the thumbnails and the picture, map or drawing will fill the screen. Some are panoramas, so you can move the image from side to side. Click on the phonograph or film projector icons and the program will play the audio and video clips. You can use a projector panel with speakers and enhance your lectures with images and sound.

You cannot print any of the images, text or screens in this program.

Before reading the text and viewing the images in the subsection of each chapter, have the students fill out a K-W-L Chart (see Appendix for chart). Have them generate questions about the subsection and give possible answers to the questions. This activity will help focus students attention on the material to be studied. It will also stimulate interest and encourage students to predict and draw conclusions without the risk of failure.

During reading the text and viewing the images, students will see if their questions, predictions and conclusion were verified.

After reading the text and viewing the images, have students make a Mind Map or Structured Overview (see Appendix for charts) of each subsection. This activity may be done in small groups or as an entire class. If done in small groups, have each group share with the class as a whole and then create a composite Mind Map or Structured Overview.

Previewing Vocabulary

A list of vocabulary words is given at the beginning of each topic. Have students copy the words in the first column or a vocabulary chart (see appendix for chart), then check the box in the column that best describe their familiarity with each word. This gives the teacher an opportunity to assess how well the students comprehend the words in the text before discussing their meaning. A definition of terms is given in the glossary at the end of the study guide.

Assessment

As an assessment tool, for each section of the CD-ROM history, the teacher can, create a Divided Page Study Guide (see Appendix for chart) of pertinent questions about the subsection and discuss with the class the answers to the questions. Once the answers have been agreed upon, the teacher can give the students the guide with the questions on one side and have then give the answers on the other side of the guide. The teacher could also give the answers and have the students write the question that pertains to the answers (Jeopardy style).

Additional or alternative forms of assessment could be to have students make a Mind Map or Structured Overview of the material (see Appendix for these graphic organizers). I Nevada Riches: The Land and People of the Silver State

Native Americans: Native Languages of Nevada

Developing Comprehension • What was the purpose of the Dawes Severalty Act? • What did the government do to accomplish this purpose? • Why were Native American languages forbidden? Do you think this was fair? Why? Why not? • Would the federal government be able to pass such an act today? Why? • Why is it difficult to find a fluent native speaker in some Native American communities today? • Discuss the purpose of bilingual education programs in many public schools in Nevada and the United States. Should speakers of a language other than English be forbidden to speak their native language in school? Why? Why not? Do a Discussion Web or a debate on this issue. • Suppose that you and your family moved to another country where English was not the spoken language of that country and you were forbidden to speak English. Do you think this would be fair? Why? • Discuss how this would make you feel.

Native Languages of Nevada: Washoe

Developing Comprehension • What is the Washoe Immersion School and what is its purpose? • Discuss whether or not there should be schools to help a people learn about their culture.

Audio Icon 1 • Draw a map of where the Washoe people lived. • What kinds of problems do you think were caused by the Euro- Americans misunderstandings of the language of the Washoe people?

Audio Icon 2 • Why didn't the traditional Washoe culture have clocks? • Discuss what it would be like today if we did not have clocks. Do you think we would be better off if we didn't have clocks? Why? Why not? What kinds of problems would we have? • Have your students create a "time table" of their activities for one day that does not go by a time schedule. Discuss their "time tables" and why they constructed them the way they did. • Create a class schedule for a day that is not regulated by the clock or the bell.

Native Languages of Nevada: Paiute

Developing Comprehension • What is the "oral tradition" of a culture and why is it important? • Who is Ralph Burns and why does he try to continue the oral tradition of his people?

Audio Icon 1 • Show the first "stanza" of "Pamagatza" with its English translation under the Northern Paiute language. Show the second "stanza" but cover the English translation. Ask students what they think the stanza "says".

40 Nevada Riches: The Land and People of the Silver State

After discussion, show the English translation. Continue this procedure until the end of "Pamagatza". • Have students write a narrative poem in a "foreign language" with the English translation under each "stanza". Let each student read his/her poem stanza by stanza and have the other students tell what they think each stanza means.

Native Languages of Nevada: Shoshone

Developing Comprehension • Draw a map, using one color, to show where the Shoshone's traditionally lived in Nevada and use another color to show where the Uto-Aztecan language group lived. Why do you think they ranged throughout much of the West?

Audio Icon I • Discuss the Chipmunk song and its significance.

Audio Icon 2 • Discuss the Pine Nut song and its significance.

Audio Icon 3 • Describe the bear dance and its significance.

• Why do you think they often played "traditional games"? • Describe the game shown in this photo. • Why do you think there is always dancing at Pow Wows? Describe the bear dance song. • If your family has a reunion periodically, a "Pow Wow", do they sing songs and dance? If so, what kinds of songs do they sing and what kinds of dances do they do? Why?

Riches, Ranching and Railroads: Language and History of Emigrants

Developing Comprehension • Which nationalities came to Nevada in the 19th century; where did they settle and why? • Write a skit or play about where each nationality settled, what they found that was favorable or unfavorable for them about where they settled. Present your skit to the class and see if they can identify the nationality from your presentation.

Languages and History of Emigrants: Chinese - Katie Pollock

Developing Comprehension • Why did Carson City have the largest number of Chinese living in Nevada in the 19th century? • Why did they live in an area of Carson City known as Chinatown instead of living throughout the city? • What caused the number of Chinese living in the city to vary from 1970 to 1900?

Audio Icon - Chinese and English • Why did Katie Pollack introduce herself in this way instead of her Cantonese name? • Why were there so few women and children among the Chinese population?

41 Nevada Riches: The Land and People of the Silver State

• Why did the Chinese men come to Nevada? How do you think they heard about the "golden opportunities" in Nevada?

Audio Icon - Chinese and English • Why do you think the Chinese always spoke in the present tense? • Why did many people think the Chinese were "illiterate or not well-educated"? • If you were to move to another country and you made grammatical errors, do you think it fair that you would be considered illiterate? Why?

Language and History of Emigrants: Basque - Mary Davis

Developing Comprehension • Why did many Basques immigrate to America in the 19th century? Locate on a map where they came from. • How did they earn a living in Nevada?

Audio Icon 1 - Basque Recording • Have the students listen to the recording and have then tell what they think is being said. (Don't show the English translation yet.) • Let students take turns reading the Basque text aloud. What language does it sound like? Why?

Audio Icon 2 - English Recording • Listen to the English recording and let the students compare the two texts sentence by sentence. Remove the English translation and have the students "translate" the Basque text. • Describe the lives of Mary Davis' parents.

Language and History of Emigrants: Irish - Denny Healy

Developing Comprehension • Why did the Irish immigrate to America? What kinds of work did they do?

Audio Icon - Gaelic and English • Discuss the important part the Irish played in the development of Nevada. • What kinds of problems did speakers of Gaelic, the Irish language, have when they came to Nevada? • Why do you think Robert wrote this kind of inscription on the back of the photograph he sent to his uncle? Write a different inscription for the photo.

Language and History of Emigrants: Mexican - Reina Moore

Developing Comprehension • Discuss how Mexicans have been a part of the cultural mix of Nevada from the earliest days of exploration and settlement. • Why were the Mexicans the predominant ethnic group in Moapa in the early 1900's? • What are "migrant farm workers"? Describe their lifestyle and the kinds of problems they face.

• Why did farming in the Moapa Valley begin to decline by the 1970's?

Language and History of Emigrants: German - Hans Rollenhagen

Developing Comprehension • Who was "Dutch Nick" and where did he come from? 42 Nevada Riches: The Land and People of the Silver State

• What does the German proverb "If I rest, I rust" mean? How does this describe them as a people? • Discuss the "kultur" they brought with them from their homeland. • Why did the Lutheran church in Carson Valley hold one service a month in German? Translate the German title of the sermon into English. • Why were there concerns about people of German descent in America at the beginning of World War I? • How did they "prove" to their neighbors that they were loyal Americans?

Language and History of Emigrants: Italian - Paolo Ramela

Developing Comprehension • Draw a map of the Eureka Mining District indicating where the various ore deposits were located.

Audio Icon 1 - Italian and English • Why did many Italians immigrate to Eureka? • What is a "charcoal burner" and why was it an important occupation? • Discuss why you think charcoal had to live in dugouts or poor shacks and did not receive fair treatment. What was the result of this unfair treatment? • What caused "The Italian Charcoal Burners' War"? What was the result of the war? • Do you think the people who killed the five Italians were ever brought to trial? Why? If they were brought to trial, do you think they were convicted? Why?

Language and History of Emigrants: Portuguese - Rosa De Avila

Developing Comprehension • On a map show were the Portuguese settled in Nevada. Where did they come from? • Who were the Azorean-Portuguese? How did those who came to Nevada earn their living? • Discuss why the Holy Ghost or Pentecostal fiesta an important religious holiday for the Azorean-Portuguese. Why was it described as a "miracle"? • How is this "miracle" still celebrated in Nevada by Azorean-Portuguese descendents?

Language and History of Emigrants: Japanese - Fumie Salvatore

Developing Comprehension • Why do you think the Japanese who immigrated to Nevada encountered racism and anti-Japanese sentiment? • Why do you think the farmers in Fallon demanded that the Japanese sell their land and move? • Why were the Japanese accepted in Las Vegas?

Language and History of Emigrants: Russian - Olga Masevich and Lyudmila Oreshnikova

Developing Comprehension • Why were the Russian emigrants often "stereotyped"? • Why do you think the two women reading this text have different dialects and accents? Discuss how these differences are also evident in the United States. Have students imitate the accents in the different regions of the U.S.

43 Nevada Riches: The Land and People of the Silver State

Audio Icon 1 • On a map of the world show where Olga Masevich came from. Why did some of her countrymen emigrate to Nevada? • In 1870, what percentage of residents living in Hamilton, Nevada were Russian?

Language and History of Emigrants: Greek - Dimitrios Kyriakou

Developing Comprehension • Why did many Greek people immigrate to Nevada and where did they settle? • Discuss why did the Greeks who traveled to White Pine Country face the same discrimination and resentment of other emigrant peoples from those already living there. • Discuss why people who are considered "different" too often face resentment and discrimination. Is this fair or unfair? Why? • What id some people in McGill do in 1908 to try and throw the Greeks out of town? How do you think the people determined who was "good" and who was "bad"? • What happened to this attempt? • How were the Greeks important to the development of the McGill commercial district? • Suppose that you and your family moved to another country and settled in a town but the people living there did not want you and attempted to thro you out of town. Discuss how you would feel.

Language and History of Emigrants: Yiddish - Ethel Jaffe

Developing Comprehension • Discuss why Jewish immigration to the United States was like that of other nationalities who came here. • What percentage of people living in Carson City were Jewish, according to the 1880 census? • Who was Rabbi Jacob Sheyer and why did he have to travel all over western Nevada to serve his Jewish congregation? • Where were religious ceremonies held and marriages performed? Why? Is this also true today? Why?

Riches, Ranching and Railroads: 19th Century Schools and Education, University

Developing Comprehension • Why was the building of a schoolhouse a sign that a community was established? Was this always true? Why? • Why were many schoolhouses in the state "simple and small'? • Discuss why schools were considered a "symbol of hope for the future". Is this also true today? Why? Why not?

19th Century Schools and Education: Fourth Ward School

Developing Comprehension • Describe the Fourth Ward School in Virginia City. • Why do you think the Fourth Ward School was so elaborate? • Why was it not "the standard" for schools throughout the state?

19th Century Schools and Education: Hawthorne and Tuscarora

Developing Comprehension • Describe the Hawthorne School shown in this photo.

44 I Nevada Riches: The Land and People of the Silver State ||

• What is a "one room" schoolhouse? How do the teachers teach the different grades? • Compare the schoolyard baseball equipment in this photo with playground equipment schools have today.

19th Century Schools and Education: School Superintendent Fisher: Inadequacies for Black Children

Developing Comprehension • What kind of information was the Superintendent of Public Instruction required to report to the Legislature every two years? Why?

Audio Icon 1 • Why did Superintendent Fisher write to the Legislature in 1970 charging that the lack of educational provisions for Negro children was "unworthy discrimination"? • Discuss the cause and result of the case brought by seven year old David Stoutmeyer against the public schools of Ormsby County.

Audio Icon 2 • Discuss School Superintendents' reactions to David's victory in this case. Why do you think he felt as strongly and passionately as he did?

19th Century Schools and Education: University Established

Developing Comprehension • What was a preparatory school and why was one necessary? • Describe the first university building in Nevada shown in this photo. Compare it to the ones in the next photo. What changes had occurred? Why? • Why was it sometimes difficult to support a university in Nevada? • Why do you think there were only seven high schools in the state in 1886? • Discuss how education is different today than it was in the late 1800s and early 1900s. Why do you think education has become more important in the 20th Century?

Riches, Ranching and Railroads: 19th Century Life

Developing Comprehension • Compare the styles of the dresses to the styles of today: Discuss how they are different and why. • If you were to take a trip back to the 19th century (back to the future), how would your trip be "a world you recognize as well as a world of unfamiliar wonders"? In which, parts of the state would you se the greatest changes? Why?

19 Century Life: Stores and Businesses

Developing Comprehension • In the audios a woman remembers fondly her trips to the Woodliff Store in Fallon. Discuss what made the store "a special place" and what was purchased. • Why could the store be considered a "gossip" center? • Discuss how the store could be considered an early version of a mall in today's terms. • Could such a store be a financial success today? Why? • Why was a letter from "back home" in Illinois a "happy time at the dinner table"? • Write a play about this young girl's trips to the store and present it to the class or other classes in your school.

45 Nevada Riches: The Land and People of the Silver State

19th Century Life: Restaurants and Hotels

Developing Comprehension • Discuss how hotels and restaurants were "a part of everyday life" in 19th century Nevada. • Who would most likely have stayed at the Depot Hotel? Why? • What was a "square meal" offered by the hotel? • Nevada is a long way from the ocean, yet it advertised oysters, crabs and clams on its menu. Where did the restaurant get them? • Compare the price of a room at the Pollard House to prices in hotels in Nevada today. What luxuries are provided today that were not available in the earlier days? • Write an advertisement for a hotel or motel in your area.

19th Century Life: Saloons

Developing Comprehension • What comes to your mind when you hear the word "saloon"? Why? Draw a picture of "your" saloon. • The saloon in the photo certainly hoes not look like what one would consider a "typical" saloon. Why? What style of architecture is it? • Why did mining towns have so many saloons?

19th Century Life: Hospitals

Developing Comprehension • Discuss the kinds of remedies many people used because doctors and medical facilities were not available. • How were these remedies used? Invite a doctor or pharmacist to come to your class and discuss how these drugs and other remedies wee used in the 19th century. • What early form of health insurance did the miners have? How is this like health insurance that people have today? • Compare the Las Vegas hospital in this photo to today's hospitals. • Why do you think emergency surgery was done between 4:00 and 5:00 a.m.?

19th Century Life: Civic and Social Organizations

Developing Comprehension • Why did residents, once they were settled, often establish civic and social organizations? What kinds of groups did they form? • Why do you think temperance was a common concern or interest in the 19th and 20th centuries? Do you think these temperance organizations, such as the Sons and Daughters of Temperance, were successful? Why? Why were "Sons" and "Daughters" a part of the organization's name? • What fraternal organizations were formed? Ask a member of one of these organizations to come to your class and tell you what "worthy causes" they support and why. • Discuss the causes of the Hostess Club and the Goldfield's Women's Club. What women's clubs are in your town or city? Ask a member to come to class and discuss their causes or purposes. ah 19 Century Life: Churches

Developing Comprehension

46 Nevada Riches: The Land and People of the Silver State

• Why were establishing churches important in a community? Many nationalities immigrated to Nevada and brought their culture and faith with them. What religious faiths did these emigrants represent? • Why are the children in this photo dressed the way they are? • What religious denominations are represented in your community? How many of them are the same as the emigrant groups who settled in the state?

19th Century Life: Entertainment: Music

Developing Comprehension • Why do you think piano lessons were a part of many children's lives? • Discuss the role music played in the lives of people in Nevada in the 19th century. Why do you think entertainment was important to them? How important is music in your life? Why?

19th Century Life: Clothing

Developing Comprehension • Discuss how women in the 19th century dressed differently form women today. • Who was Amelia Bloomer and what fashion did she try to start? Why didn't it "catch on"? • Why did people object to Mary Walker's wearing men's trousers? Would people object today? Why? • How did boys and girls dress in the 19th century? If they were to walk into a classroom today wearing those same clothes what would be the reaction? Why? Compare the styles of then with now. • Describe the clothes the boys are wearing in this photo. Draw a picture showing how they would be dressed today. • What does it mean that clothes were "passed down"? • Invite a grandparent who remembers wearing "passed down" clothes to come to class and describe the experience. • Suppose you were a child who received "passed down" clothes and write a journal entry about how you felt. (Remember clothes were scarce.)

F. Early 20th Century (1900-1940): 20th Century Mining Entrepreneurs

Developing Comprehension • What was mining "entrepreneur"?

• Why did some become both rich, then poor?

20th Century Mining Entrepreneurs: George Wingfield

Developing Comprehension • Discuss why George Wingfield was Nevada's "most powerful economic and political figure from 1909 to 1932. • Why did he have so much political power? • Do you think that people who have a great deal of money today have more political power than those who do not? Why? In a democratic form of government is this supposed to be the case? Why? 20th Century Mining Entrepreneurs: Mark Requa

Developing Comprehension • Discuss why Mark Requa could be considered Ely's "patron saint".

47 I Nevada Riches: The Land and People of the Silver State

• Why did he want to extend the E & P Railroad to the mines near Ely? Draw the two routes on a map that the two survey crews took. • Why did he "opt for the run to the main lines" instead of the other route? How successful was he?

Early 20th Century Life: Life in Harsh Circumstances

Developing Comprehension • Locate the Muddy River Valley on an old map of the Nevada territory and describe its environment. • Why did the Kimball family sleep outside on the tops of sheds? • Why was rolling in a ditch injurious to Kimball's health? • What in the journal gives an indication of how hot it got? Do you think he was exaggerating? Why? Why not? • How did the children deal with the heat when walking home from school? Do you think they were wearing shoes? Why?

Life in Harsh Circumstances: Supplying Basic Needs

Developing Comprehension • How did the early settlers keep their mild "fresh"? • Look closely at the photograph and describe housing conditions in Goldfield in its early years.

Life in Harsh Circumstances: Adapting to the Environment

Developing Comprehension • Describe the desert cooler shown in this photograph and how it was made. • Why wasn't it capable of keeping all foods fresh? • How is the way a desert cooler worked similar to how an evaporative or swamp cooler works? • Construct a model of an early desert cooler.

Life in Harsh Circumstances: Housing Styles: in a mining camp - Goldfield

Developing Comprehension • Why do you think the house in the photo was constructed of bottles? What advantages and disadvantages would it have had? Look closely at the photo and describe how this house is different from other "houses" in Goldfield. • Describe the house shown in these photographs. Discuss the advantages and disadvantages of this type of house over earlier housing conditions in the early mining towns. • Why was it "rare to see women working at housekeeping duties"? • Describe the kind of life the woman in this photograph must have had. • Suppose you were taken back in time and had to live in one of these sturdier houses. Write a letter to friends "back home" describing your new house and its advantages over tent housing.

Housing Styles: in a growing town - Las Vegas

Developing Comprehension • Discuss how housing changed as mining and railroad towns grew, especially in Las Vegas.

48 Nevada Riches: The Land and People of the Silver State

• Describe the Beckley house in Las Vegas and the additions to it over the years. What eventually became of the house? Why wasn't it simply destroyed instead of preserved? • Draw a picture of a bungalow style house. Why was this style so popular n the early 20th century?

Culture in Harsh Circumstances: Manhattan Ladies Literary Club

Developing Comprehension • Discuss why women moving from the East found it difficult to adjust culturally in Nevada. What did they do to fill this gap in their lives? • How was the Toiyabe Club in Manhattan, Nevada an example of the efforts to fill the literary gap?

20th Century Life: Entertainment

Developing Comprehension • Discuss how the ways people spend their evenings today is different from the early 20th century in Nevada. Describe a "wind-up phonograph" and the heavy disk recordings it could play. Draw a picture of each.

Entertainment: Circus Parade, Goldfield

Developing Comprehension • When the circus came to a town, why was it such "a special treat"? Is this still true today? Why? • What is a "giant pachyderm"? • Why did merchants want to use the elephants to advertise their "wares"? • The circus in Winnemucca advertised the giraffe as "the world's last living giraffe". Why? What kind of advertising is this called? Find examples of such ads in newspapers, magazines and television. Discuss the ads and what types they are.

Entertainment: Holiday Celebrations

Developing Comprehension • Why do you think Christmas celebrations today are not as elaborate as in the earlier days of the state's history? • Why did Christmas turkeys have to be ordered from stores? What other fowls could families have used? • Why are all men on one side of the table? • What nationality is the man standing partially hidden in the doorway? • What evidence is there in this photograph that indicates the economic status of these people? Describe the photograph.

Entertainment: Movie Theaters

Developing Comprehension • What were "talkies"? Why were they so popular in the early 20th century? What was the first talking movie? • Describe the Airdome Theater in Las Vegas. • Write a short script and present it as if it were a silent film. (Be sure to include music.)

49 Nevada Riches: The Land and People of the Silver State

The Study Guide

The purpose of the Study Guide is to help you, the teacher, assist your students to have a better understanding of the history of the Silver State. It is not intended that you ask all the questions, do all the activities, or use all the charts. It is simply a guide, from which you, the professional, can select questions to be answered, activities to be done and charts to be used. This is your choice.

All questions are written at various levels of comprehension (See Appendix for taxonomy of questions) and the activities are geared to various learning styles and Howard Gardner's theory of Multiple Intelligences, and the application of the latest brain research on how students learn.

Basic Taxonomy of Questions

The taxonomy of questioning used in the study guide is based on the work of Richard and Jo Anne Vaca:

• Literal: Getting information (facts) directly from the text. • Interpretative: Reading between the lines of text. • Applied to Evaluative: Reading and thinking outside the text.

The type of questions a teacher asks has a direct relationship to student responses and comprehension. Asking well thought-out questions is at the heart of thoughtful discussions and comprehension. The type of question the teacher asks is determined by the level of information or comprehension sought.

Literal Level

Questions at this level are factually oriented, requiring students to get information (facts) directly from the text. These types of questions are text explicit, and the instructional objectives are stated in terms of knowing, dates, names, places, or locating specific information. (See Appendix for types of questions.)

Interpretive Level

Questions at this level textually implicit, requiring students to "read between the lines". Instructional objectives ask students to compare and contrast, describe relationships between people or events, describe relationships between two people or events, explain, predict, or separate facts from opinions. (See Appendix for types of questions.)

Applied or Evaluative Level

Questions at this level require students to use their prior knowledge and experiences, and to "read beyond the lines". Instructional objectives at this level require students to make judgments and evaluations based on their prior knowledge and experiences, design or create something new, state a new or different position on an issue, or extend ideas. (See Appendix for types of questions.)

Visual Literacy

Students today are visually oriented because of television and video games. The historic photos are an integral part in the helping students better understand the history of the Silver State.

Strategies For Using Visuals

• Provide directions or study questions to direct students to pay attention to specific items in the photos. Nevada Riches: The Land and People of the Silver State

Entertainment: Garcia Rodeo

Developing Comprehension • How did rodeos have their origin? Name the events included in the rodeos in the early 20th century and today. • How did the "outfits" worn by the performers in the photography differ from the working clothes of the cowboys? • What roles did women perform in rodeos? Who were Annie Oakley and Buffalo Bill Cody?

Early 20th Century: Recreation: Water Sports

Developing Comprehension • How did the residents of Nevada take advantage of the recreational facilities in the state? • What is Martha Huddelson's "claim to fame"? • On a map of the state show the major recreational areas in the state. (Use a different color for each site.)

Water Sports: Northern Nevada

Developing Comprehension Discuss why Lake Tahoe has long attracted visitors. What kinds of recreational activities are done on Lake Tahoe today that were not done in earlier days? Describe the swimming attire worn by both men and women in the late 19nt"h and early 20th centuries. Why do you think they are so different today? If bathing suits were made to "bathe in", why did they cover so much of the body? Water wings were used widely in earlier years but they are not used, as such, today. What has taken their place? What winter recreational activities are common at Lake Tahoe today, but not earlier?

Water Sports: Southern Nevada

Developing Comprehension • Discuss the recreational activities available to residents of Southern Nevada. • Bathing beauty contests among other sporting activities were held at Lorenzi's Lake Resort. Such a contest would have been considered immoral earlier. What do you think brought about this change? • Compare the photo on the screen to a picture of Lake Mead today. Why such a different scene?

Team Sports: Baseball

Developing Comprehension • Discuss the coming of baseball to Nevada. • Why were there not more baseball teams in Nevada in the mid 1800's? • Players were required to conduct themselves in "a gentlemanly fashion". What happened to them if did not? What happens to players today who do not conduct themselves accordingly? • What do the scores tell about the quality of the teams?

50 Nevada Riches: The Land and People of the Silver State

• Describe the teams' uniforms and the kind of baseball equipment (if any), baseballs, and baseball bats that were used. How is this different from today? • Discuss the organization and playing record of African-American baseball teams in Nevada. • On what kin of fields were the games played? Compare to today's huge stadiums.

Team Sports: Basketball

Developing Comprehension • Why was women's basketball a popular sport at the University of Nevada (Reno) around the turn-of-the-century? Why did they make more money but spend less? • What happened to women's basketball in later years and why has it, once again, become so popular?

Team Sports: Tug-o-War and Rock Drilling

Developing Comprehension • Describe a rock-drilling contest. Would you rather be the "strickee or the strickor"? How do you think teams decided who would hold the drill and who would strike it with a hammer? • Why could rock drilling be considered an "art"? • Describe a tug-o-war contest. Why were they popular? In her description Mrs. Brown stated that the miners' faces "started to turn black". Why? • At one time, tug-o-war contests were popular throughout the United States. What contests of physical strength have replaced them today?

Team Sports: Cycling

Developing Comprehension • Describe and draw a picture of the bicycles of the late 1860's. Why do you think it became a popular sport in Nevada? • The Reno Wheelmen team set a world speed record for one mile in 1905. How long would it take a champion cyclist to ride one mile today? • What was a "Ramblers Quad"? Draw a picture of one. • Compare these early racing bicycles with today's. • What is the most famous cycling race today? Draw a map of its route. How long does it take to complete the race? Who won it this year?

Early 20th Century Life: Early Tourism

Developing Comprehension • How is tourism an important part of the economy of Nevada today? • What are some of the most famous tourist attractions in the state today? Describe them and draw them on a map of the state. Use a different color for each. Which attractions are in your area of the state? • Create a travel brochure for on of them. • Invite a travel agent to come to your class and describe the various tourist attractions throughout the state. • Why did Las Vegas become "a relatively quick visit" from just about anywhere in the U.S."? Why was Las Vegas so popular?

51 Nevada Riches: The Land and People of the Silver State

Early 20th Century Schools and Educations: Letters From Contact

Developing Comprehension • Describe why there was hope that Contact would develop into "a flourishing and large city". Why were these hopes not realized?

Audio Icon 1 • What had happened to Marguerite Evans predecessor? • Evans upper grammar school teacher donned "boots and breaches" to go hunting. Is this something that would have happened in earlier days? Why? • Why did Evans feel "so completely a prisoner"? • Discuss how some of the students in Evans' school are very much like some students today. • How do you think some high school teachers, or even some lower grade teachers, would answer her question "What do you suppose is expected of a high school teacher?" • Interview some of your teachers and ask them what they think is expected of them as a teacher, and report the results of your interview.

Audio Icon 2 • Describe the two schoolhouses. Compare these two schoolhouses to those today. • Evans states that she will have to tell parents about the window "Little Johnny" broke. Why do you think she uses that term?

Audio Icon 3 • Discuss Evans description of Contact. Why do you think she felt "securely hidden from all the modern world"? Why did she call Contact "a place of the past"? • Construct a personality profile of Marguerite Evans and write a play or poem about her life at the school and present it to the class.

Early 20th Century Life: WWI in Nevada: Las Vegas Age Soldiers' Send-Off

Developing Comprehension • How did World War I affect the residents of Nevada and the United States? Describe how the Las Vegas Age reported the send-off of young men who were going to fight in World War I? • Judge Lillis briefly outlined the causes of World War I. What were the causes of the war?

G. World War II and Post-War (1940-1964) - Wartime Population Boom

Developing Comprehension • How did World War II affect the population of Nevada and Las Vegas especially? Why did cities in Nevada experience such "a boom in population"? Discuss what problems were caused as a result of this population boom? Why did one-room shacks, which had rented for $26 a month before World War II, now cost $90 a month? Why were African-Americans not allowed to live at the Basic Townsite? Describe where they lived? Why did most African-Americans choose to live on the Westside instead of moving into Carver Park, a segregated housing area? Why was Nevada often referred to as the "Mississippi of the West"? What developments caused many military personnel to choose to make their homes in Las Vegas?

52 Nevada Riches: The Land and People of the Silver State

Wartime Lifestyle: Attitudes About the War

Developing Comprehension • How did the residents of Nevada hear the "Americans were at war"? • Compare the bomber in this photograph to the ones of today. • Discuss how the coming of World War II had "a lasting effect on the people and the state of Nevada." • Invite someone who was in World War II to come to your class and tell of his/her experiences.

Wartime Lifestyle: Prejudice against "foreigners"

Developing Comprehension • After the outbreak of World War II, those of Japanese, German and Italian ancestry were dismissed from their jobs. Was this fair? Why? Why not? • Those of Japanese ancestry throughout the United States had their property and belongings confiscated and they were placed in concentration type camps, even though they had been productive members of society. Do a Discussion Web or debate on the fairness of this. • Why were the Japanese-Americans in the Moapa Valley treated well by other farmers and ranchers? • What kinds of "cruel treatment" did Japanese-Americans experience in the state?

Wartime Lifestyle: Rationing

Developing Comprehension • Discuss how World War II affected people's lifestyle. • Invite someone who went through rationing during World War II to come to class and describe the experience. What things were rationed and why? • What was a "Victory Garden"? • Why was home appliance production cut during World War II? • How were clothing styles affected?

Wartime Lifestyle: Scrap Campaigns

Developing Comprehension • What kinds of things were people encouraged to collect during the war? Why? • Why were people encouraged to save kitchen fat?

Wartime Lifestyle: War Bonds, Carole Lombard Crash

Developing Comprehension • What were "war bonds"? Why were there quotas? What percentage of return was promised on the bonds? • Who was Carole Lombard and what was she doing before her plane crashed?

H. Contemporary Nevada (1964 - Present): More ethnic/racial diversity

Developing Comprehension • Why does the federal government take a census of the people in the United States? How often is this done? • How does the State Demographer use the information gathered by the census? What changes in population are predicted by the year 2010?

53 Nevada Riches: The Land and People of the Silver State

Contemporary Nevada: Schools and Education

Developing Comprehension • Why do you think the State Board of Education gave tests to the men and women applying for jobs as teachers in the 19th century? • Why was a university built in Las Vegas?

Contemporary Nevada: Cultural Diversity

Developing Comprehension • Nevada consists of many ethnic and racial peoples. Discuss how they have contributed to cultural life of the state. • Make a list of these groups and their contributions.

54 Nevada Riches: The Land and People of the Silver State

III. Technology and Transportation:

Developing Comprehension • Have your students fill out a K-W-L chart (See Appendix) on the technology and transportation in early Nevada and today. Make a list of the technological advances that have occurred during the lives of your students. • Discuss how these advances might have changed the history of the Silver State. • Before studying the definitions of technology given in the text, brainstorm the terms with the students. Ask each student to write his/her own definition of technology and then discuss the similarities and differences of their definitions to the one in the text. • Discuss how the people of Nevada have always been adapting technology to ensure their survival.

A. Pre-History (Pre-1800): Native Tools: atlatl, bow and arrow, stone points, decoys, netting, tule boat

Previewing Vocabulary • Atlatl • Tendon • Projectile • Obsidian • Sinew • Decoys • Fibrous • Castoreum

Developing Comprehension • What is meant by the phrase "the earliest inhabitants of the landscape that would become Nevada lived close to the land"? • Make a list of the technological tools used by the earliest inhabitants, how they were made, and describe how each "tool" was used. (See Appendix for chart.)

Petroglyphs

Developing Comprehension • What are petroglyphs? • Where did the earliest inhabitants paint them? • Discuss how we know that the carvings at Grimes Point are very old. • What is meant by "art rock research"? Why is it important in helping to understand the lifestyle of the ancient inhabitants? • What meanings did these early carvings are believed to have had? • When was rock carving disrupted and by whom? • Why do you think this happened? • How do researchers try to learn their purpose? • What is an important lesson we can learn from these ancient rock carvings? • Today, young people write graffiti on rocks and buildings. Discuss the differences between graffiti and rock art. • What does graffiti tell us about our modern culture? Draw a petroglyph that shows this.

B. Exploration (1800-1870): Trapping Equipment

Previewing Vocabulary • Sextants • Quadrant • Chronometers • Latitude • Barometers • Longitude • Thermometers • Compasses

55 Nevada Riches: The Land and People of the Silver State

Developing Comprehension • Why was trapping beaver a skill? • What were some of the "signs" that told trappers that beavers were present in an area? • Where were beaver traps set? • How were the traps baited? Why were they baited that way? • Describe how the beaver trap in the photo operated? Have students draw one or create one that they think would be more effective. • After the traps had been baited, why did the trappers wade away from the area?

Surveying Equipment

Developing Comprehension • Draw a chart of the early explorers who came to Nevada, or near the state, their reasons for coming, and the tools they used in their exploration. (See Appendix for chart.) • Given the opportunity, which group would you have joined? Why? • Why did all of the expeditions have mapmakers in their party? How did later explorers and settlers use the maps they drew?

C. Migrations (1840-1870): Overland Travel

Developing Comprehension • Today we can get on an airplane, hop in the car or get on a bus and travel many miles quickly, but the early "travelers" did not have these modern technological advances. Discuss how people went west prior to the completion of the transcontinental railroad in 1869. • Why was traveling before the construction of the transcontinental railroad an "expedition into the unknown"? • If you had lived then, would you have gone by land or sea? Why?

Overland Travel: Wagons and Teams

Developing Comprehension • Describe the kinds of wagons the travelers used to make the "trip across America"? Why were there so many types of wagons? What kind of wagon did most of the emigrants use? Why? Describe the advantages of traveling in a wagon as shown in the photo. Why didn't more travelers use this type of wagon? Why do you think some families needed more than one wagon? Why did oxen pull the wagons instead of horses? How much would it have cost a family for two wagons? What kinds of provisions did the families take the trip west? Why were these particular provisions chosen? Draw a wagon that you think would have been the best way to travel. Pretend that you are a young person who is getting ready for the trip west. Describe your feelings.

Overland Travel: Walking the Trails

Developing Comprehension • What kinds of hardships do you think these early emigrants faced on their overland journey? • Write a letter to a friend or family member telling about your hardships. • Why did those emigrants who were strong and healthy walk? • Why do you think "tempers were tested"? • How did Andrew Soule describe "the scene along the road"? Why do you think this is an accurate description?

56 Nevada Riches: The Land and People of the Silver State

East to Nevada: the "Rush to Washoe"

Developing Comprehension • In Chapter I, you studied how mining towns sprang up on the Comstock Lode. Make a list of those towns, when they were founded and how the people lived. (See Appendix for chart.) • What is placer mining? • Why was Gold Canyon not a good mining site? • What was the "Rush to Washoe" and what were the results of this rush?

Coming to Nevada

Developing Comprehension • In the earlier days of Nevada history, how did people travel from the east to the territory of Nevada? • What new technology made it easier for people to travel to the state? What consequences did these ways of traveling have on the development of the state?

Coming to Nevada: by ship

Developing Comprehension • Some people chose to come to California and Nevada by ship. On a map trace the routes they could take. How were they different? Discuss the advantages and disadvantages of each route. • Who was Robert Louis Stevenson? What did he write? Read some of his shorter writings. • What was "second cabin" and how did it differ from the passengers in steerage? • Discuss Stevenson's description of what he heard through his thin cabin walls. • What does it mean that the people spoke in "varied accents"? • On a map, trace the route travelers could take by coming west by ship. • When was the Panama Canal completed and how did this make the trip west easier and shorter?

Coming to Nevada: by stagecoach

Developing Comprehension • Some emigrants came to Nevada by stagecoach. How did people react to this experience? Why do you think there was a difference in opinions? • Describe in detail one rider's feelings about his experience. • Why is the man in the photo holding on to the "rail"? What does this say about the experiences of riding on a stagecoach? • The passenger in the photo is wearing a top hat and "suit". How would he probably be dressed if he were making such a trip today? • Why was the passenger glad to reach the next station and exchange his driver for one "who had had his nap"? • What do "wiring in" and "wiring out" mean? • Where is the humor, if any, in this description? • Divide the class in pairs and have each write a script about the experience of riding on a stagecoach and present it to the class. (Be creative!)

57 I Nevada Riches: The Land and People of the Silver State

Coming to Nevada: by rail

Developing Comprehension • Read Stevenson's The Amateur Emigrant: Across the Plains, or parts of it, to get an idea of what traveling by train was like in the late 1800's. This could be a research project for some of your students. • Draw a picture or mural of what trains looked like then and compare it with how they look today. • How are they different? Do a "That Was Then, This is Now" chart. (See Appendix for chart.) • Audio 1: How does Stevenson describe the interior of a railroad car in the audio? Why did he compare the car as "a flat-roofed Noah's ark"? What was a "convenience"? • Audio 2: To whom does the term "native" refer in the audio? How are they going to cook the passengers' eggs, in addition to other items? Where would they have gotten the cooking utensils? • Audio 3: Why was the change from the Union Pacific to the Central Pacific a "welcome change"? Why had the cars on the Union Pacific begun to "stink abominably"? • Audio 4: On a map trace the route of the railroad from Toano to Elko. How did he describe the landscape between the two towns? Look at a map and add additional words he could have used to describe the landscape. What word, other than "tramps" could be used to describe the men? He stated that here in America these "stowaways play a great part." Why or How? Why do you think he would have liked "dearly to become acquainted with them"? Assume that he did have that opportunity and write a Readers' Theater script about the encounter and present it to the class. Find a picture of a trolley car in San Francisco and compare it to one of the cars shown in the photo.

D. Territory to Statehood (1848-1864): Accommodations at the Constitutional Convention

Developing Comprehension When and where was the First Territorial Legislature held? Describe the room where the legislators met? Why could the room be considered unsanitary? Describe their means of transportation? According to Mark Twain, what might have happened if Abraham Curry had not provided them a rent-free room? Who were the other two generous contributors and what did they provide? Legislators today have a better "fair" when it comes to housing when they came to Carson City for a session. Discuss how then differs from now. Who pays the legislators' salary and expenses? How much do legislators today get paid? Considering the salary, why would anyone want to become a state legislator? What qualifications for the office do you think the original legislators had? Compare those qualifications with the ones you think they need today to

become a legislator.

Territory to Statehood: Towns of Delegates

Developing Comprehension • Find a list of the names of the first legislators and make a chart showing the area of the territory that each represented. • Why were the first legislators chosen only form the "areas of the territory where there was economic activity"? • Make a chart of the current legislators and the area of the state each represents.

58 Nevada Riches: The Land and People of the Silver State

• Write a letter to the legislator representing your area of the state asking his/her in assisting you to resolve a serious problem that exists in your area. (Be sure to use the proper format for addressing a state legislator.)

Territory to Statehood: Telegraph

Developing Comprehension • Explain how the telegraph worked. What were the "signals" used to send a telegram? • Draw a picture or make a model of one like the one shown in the photo. • Explain how messages were "decoded into words". • Using the signal system of the early telegraph, write a message to another student in the class. Each student will decode the message and read it to the class. (Be sure appropriate language is used.) • When and where was the Nevada Constitution drafted and signed? • When was it approved? • Why did Governor Nye order that the Constitution be telegraphed to President Lincoln in Washington, D.C.? What was the hurry to get it approved? • How long was it and how much did it cost to send it? • How much did it cost per word? • Given the advances in modern technology, is it necessary (or possible) for someone to send a telegram? • Which present day technologies make it easier to send messages from one place to another?

E. Riches, Ranching and Railroads (1850-1900): Mining technology

Previewinq Vocabulary • Amalgamation <» Arrastra Button pan <» Flume Respirable • Assayed «> Stamp mill Millwrights • Fluxes «- Rills Separator • Crucible «» Conduit Settler • Cupel «> Hydraulic Dromedaries • Molten «» Slag Bactrian

Developing Comprehension Explain how the technology associated with mining could be "both simple and complex" at the time. What is an "amalgamation pan"? Describe how it worked. What other tools did miners and mining engineers invent or adapt? Write a letter to a friend telling why you invented this new tool and describe it. Draw a picture of one or more of these inventions.

Mining Technology: A Lesson in Mining

Developing Comprehension • Divide the class into seven groups and have each group rehearse and read its verse in chorus. After the entire poem has been read, have each group explain the meaning of its verse using visual aids in its explanation.

Technical Marvels throughout Nevada: Assaying

Developing Comprehension • What does an assayer do and why is one necessary?

59 Nevada Riches: The Land and People of the Silver State

• Pause periodically and encourage students to create their own visuals as they relate to the text. • Allow students to create their own illustrations, charts and graphs of some of the most important events in a selected text. • Encourage students to create mind maps and/or structural overviews of a selected text. • Encourage students to create captions or labels of the photos. • Encourage student to create icons or symbols that represent the main idea of a text.

(Modified from an article in the Journal of Adolescent & Adult Literacy. 39:1, September, 1995)

Discussion Questions

There are many questions in the study guide that ask students to discuss various issues. This is done because discussion allows students to respond creatively to the text, build concepts, clarify uncertain meaning, explore issues at a deeper level, share their perspective on an issue, and refine their thinking. Discussion is not a "bull session".

Through discussions the teacher helps students, using probing questions, to think more clearly or deeply about the text and the photos, and requires them to engage in critical and creative thinking. Discussion requires students to have a basic understanding of the issues or ideas being considered and requires them to apply critical reading strategies to the text and photos.

Graphic Organizers

Many graphic organizers have been given in the Appendix because they provide the brain with a focus. In essence, graphic organizers tell the brain what to pay attention to during the learning experience and assist in establishing a pattern for learning new material.

If used as a post reading graphic organizer, its purpose is to display the main ideas of a text and their inter-relationship, and to review and consolidate the context of the text.

Other Resources Consult your Chamber of Commerce, Tourist Bureau or the Nevada Commission on Tourism Various types of maps: Capital Complex, Carson City, Nevada 89710 Recent map of the state (800) NEVADA-8 Relief maps showing the physical features of E-mail ncot(a).travelnevada. com the terrain Website: www.travelnevada. com Physical maps showing land use, type and population centers Richard Moreno, The Nevada Trivia Book. Vegetation maps showing types of (Baldwin Park, CA: Gem Guides Book Co., vegetation of a region 1996) (Use this book in every chapter of the CD- Political maps showing division of cities and ROM) counties Population maps showing centers of • Colored pencils or markers population • Blank transparencies Blank outline maps of the state • Transparency markers Map of the state • Chart Paper

Travel brochures for each area of the state Nevada Riches: The Land and People of the Silver State

• Create a step-by-step chart or diagram of the assaying process, explaining the importance or significance of each step. • Invite an assayer to come to class and explain the process. • Draw a picture of this process.

Technical Marvels throughout Nevada: Technology at Potosi

Developing Comprehension • Why would the Southern Paiutes tell the Mormon mission in Las Vegas about the lead ore instead of mining it themselves? • Who was sent from Salt Lake City to oversee the operation and why? • How do you think he would have made the journey? • Describe Jones' account of the process used to refine the ore found in the dig. Why was this lead ore find not a financial success?

Technical Marvels throughout Nevada: Early Mining Techniques: arrastras

Developing Comprehension • Describe the arrastra process? • Why do you think it was called a "patio process"? • What chemicals were used in this process and why? • Would the procedure have worked for large mining operations? Why? • Draw a mural of the process.

On the Comstock: Square Set Timbering

Developing Comprehension • What were the technological challenges presented by the Ophir shaft on the Comstock? • Who was Phillip Deidesheimer and wow did his invention of square-set timbering solve the problem of unstable rock in the shaft of the mine? • Describe the square set timbering shown in these photos? • Why didn't he make a fortune from his invention?

On the Comstock: Logging

Developing Comprehension • Why was timber necessary for mining operations? • What was "square-cut" timbering? • What happened to the trees after they were cut down? • How were the finished logs transported in flat areas? Steep areas? • Draw a mural of each of these operations. • What advantages and disadvantages did the log wagons, such as the one shown in this photo, have? What problems would these log wagons have in the different seasons of the year? • What were "wood drives"? • Why did the loggers have to be careful about when they put the logs in the river? • Draw a mural of a "wood drive". • Where are "wood drives" still practiced in the United States today?

On the Comstock: V-flume

Developing Comprehension

60 Nevada Riches: The Land and People of the Silver State

• What are flumes and why were they an important technological development for mining? • Describe a V-flume? • Why do you think later flumes could transport logs up to 40 feet long? • Construct a model of a flume. • Draw a flume that would be more effective in transporting logs than the ones shown in these photos.

On the Comstock: Sutro tunnel

Developing Comprehension What does it mean to be an entrepreneur? Who was Adolph Sutro? What is a stamp mill? What problems emerged or came as a result of mines going deeper into the earth? How did Sutro suggest the problem could be solved? What happened in 1869 that made people believe in Sutro's idea or proposal? Why was it completed too late to be effective? What happened to Sutro after he sold his interest in the tunnel? Draw a picture of the Sutro tunnel.

On the Comstock: Heat and Ventilation Solutions

Developing Comprehension • Describe the underground working conditions of the miners as shown in the photo. • What was done to help with the problems the miners faced? • How did the men get down into the mines? • Draw a picture of a shaft-cage. • From the audio, describe the conditions the miners had to endure once they were down in the mine. • How have these problems been solved in modern-day mining operations?

Technical Marvels throughout Nevada: Milling Operations

Developing Comprehension • How do you think these technological inventions helped mining in the 19th century? • Are they still used today? Why or why not? • Describe the process of separating and processing the ore into pure metals, as shown in the diagram. • What new technological developments were used in the 19th century mining industry? How did they improve the mining operation? • Describe the operation of each of the developments and draw picture that illustrates the work. Technical Marvels throughout Nevada: Sagebrush Fuel

Developing Comprehension • Why is it sometimes difficult to find natural fuel sources for mining in Nevada? • What alternate source of fuel was used and why? • Discuss how was the sagebrush was delivered to the mining towns and unloaded, as shown in the photos. Why could this procedure be considered dangerous?

61 Nevada Riches: The Land and People of the Silver State

• Draw a mural, write a poem or song about this process.

• Create a better procedure for unloading the sagebrush.

Technical Marvels throughout Nevada: Hydraulic Mining

Developing Comprehension Describe some of the ways people used to extract ore from the ground. Describe the process of hydraulic mining, as shown in the photos. What dangers could this procedure have for the miner operating the machine? The photos show a woman miner operating the machine. Why were woman employed in this type of mining but not in other parts of the industry? Discuss how these two photos illustrate the changing role of women in the 19th century. What were the effects of this type of mining? Why do you think it was not used widely in Nevada? Mining Technology: Transportation

Developing Comprehension • Discuss why was transportation an important part of mining? • Before you view the next screen, suggest some ways that ore could be moved from the mines to the mills where it would be processed.

Transportation: Camels

Developing Comprehension Why do you think camels "have thousands of years of association with Nevada"? Where could they have come from? Discuss how camels have been utilized more recently in the state. What kind of camel did Lt. Brale use and why this type? How successful was their use? What types of camels were used in the Comstock Lode in the 1860's? Why did the Nevada Legislature finally pass a law in 1875 prohibiting camels and dromedaries from running at large on Nevada's highways? How is this part of Nevada's history remembered or reenacted today? Pretend that you were a reporter assigned to cover one of the camel races in Virginia City and write an article for your local newspaper describing the event. (Remember the who, what, where, when, why format of newspaper writing.)

Transportation: Freighting System

Developing Comprehension • Why was freighting an important business in the early history of southern Nevada? • Map a route between Salt Lake City, Utah and San Bernardino, California that the freight wagons might have taken. • What was happening in the state to cause the freight traffic along the route to increase between 1853 and 1859? • Why were the front and back wheels of the ore wagon in the photo different sizes? • Draw a mural or construct a model of an ore wagon. • What determined the number of animals necessary to pull a freight wagon? • Traveling at 15 miles a day, how many days would it take to travel the 130 miles from Rhodes marsh to Wadsworth? • Why and how did miners move their houses when they moved on to the next boomtown?

62 [ Nevada Riches: The Land and People of the Silver State • Why didn't they simply dismantle their houses, move the lumber to the next boomtown and then rebuild?

Transportation: Toll Roads

Developing Comprehension • Why was Nevada's landscape such a big challenge to merchants, miners, and travelers? What were toll roads and how were they operated? Why were most of the 117 toll roads in Nevada oriented from east to west? Why was the way there were constructed different in various parts of the state? When and why did the era of toll roads end? On a map, trace the most important toll roads in the state. (Research project.)

Transportation: Stage Lines

Developing Comprehension • Why do you think stagecoaches might date back to Roman times? • Describe how stagecoach travel was uncomfortable. • Discuss some of the hazards associated with stagecoach travel. • What evidence convicted Ben Kuhl of the stagecoach robbery near Jarbidge on December 5, 1916? • Why do you think stagecoach robberies did not occur after 1916 in the United States? • Draw a picture of or make a model of a stagecoach. • Pretend that you were a passenger on one of these stagecoaches and write a letter home about your experience and feelings. • Kuhl was found guilty of murder and robbery and served forty years in the Nevada State Prison. What do you think his sentence would be today for these crimes? Why?

Transportation: Pony Express

Developing Comprehension When and why was the Pony Express established? On a map trace the route of the Pony Express from St. Joseph, Missouri to Sacramento, California. What was the purpose of stations along the route? What kind of a person do you think it took to be a Pony Express rider? What was the average age of a Pony Express rider? Write an ad to recruit riders for the Pony Express. Describe the Pony Express pouch shown in these two photos. How many miles did a rider ride before changing horses? Why? What and by whom was the longest ride made? What kinds of hazards do you think a rider encountered? Why? How long did the Pony Express exist? Why was it discontinued? Why wasn't it a financial success? Pretend that you were a Pony Express rider and write a letter, diary entry, or poem about your experiences. The Pony Express only lasted a year and half, but it has been made a significant part of western history. Why?

63 I Nevada Riches: The Land and People of the Silver State

Transportation: Virginia and Truckee Railroad

Developing Comprehension • Why was the construction of the Virginia and Truckee Railroad in 1869 considered an engineering marvel? Look at a photo of the trestle over Gold Canyon and describe how it was constructed. Draw a picture of the route of the Virginia and Truckee Railroad from Virginia City to Carson City, including the seven tunnels and the trestle. Why did the Virginia and Truckee Railroad establish shop rules in 1874? What kinds of behavior do you think were expected of railroad workers? What is a roundhouse and why was it necessary for the Virginia and Truckee Railroads to construct one in Carson City? Using Carson City as the hub of operation, draw the expanded routes of the Virginia and Truckee Railroad after 1872. Why did the V & T eventually stop operating all of its trains? Where is the Railroad Museum and why do you think it was established?

Ranching Technology and Transportation: Technology

Developing Comprehension • How is technology associated with ranching and the American cowboy? • What was the purpose of the high heels on a cowboy's boots? • What was the purpose of different kinds of horseshoes for horses? Draw pictures of the various kinds of horseshoes that were used and explain the purpose of each style. • In the history of the American West, it is assumed that the cowboy was self-sufficient. Is this really true? Why or why not?

Technology: Spanish and Mexican Influence, cowboy gear

Developing Comprehension • Who was Guadalupe S. Garcia? What does it mean that he became "a master craftsman"? • How old was Garcia when he opened his first saddle shop in California and later in Elko? Why do you think it was possible for such a young man to open his own saddle shops? • Why do you think his fame grew worldwide? • If cowboys often gave up a year's pay to own one of his saddles, how much do you think that would have been? Why would they want to own one of his saddles? • What was a "saddle tree shop" and why did Garcia build his own? • Why was the saddle he designed in 1904 so famous? • Draw a picture of this famous saddle. • Describe the events featured in Garcia's rodeos. • What unusual events were featured? Are these events still part of rodeos today? Why? • Draw a mural or write a poem about the events in a Garcia's rodeo.

Technology: Horseshoeing

Developing Comprehension • What are "domestic horses"? • Why did they have to wear shoes, as opposed to wild horses? • Describe how a horseshoe is made and how a blacksmith puts the shoe on a horse. • What did cowboys do about shoeing their horses when no farrier was available?

64 Nevada Riches: The Land and People of the Silver State

• Why does shoeing not hurt the horse? • If a farrier lives in your area, invite him or her to come to your school and describe how horseshoes are made, the purpose of different kinds of horseshoes, and how to shoe a horse.

Technology: Making Hay

Developing Comprehension • Where did the early ranchers graze their cattle? Discuss the advantages and disadvantages of "open range" grazing. • What invention changed or restricted the practice of open range grazing? • Why did ranchers start growing their own hay? • Describe how hay was harvested, even into the 1940's in some areas of the state. • Pretend that you have just completed a day of working in the hay field and write a letter home describing your feelings about the experience.

Technology: Branding

Developing Comprehension • Why did ranchers have to "roundup" their cattle in the spring? • What happened to the cows and calves once they were in corrals? Why? Why were cattle branded? Why were the brands registered? • Draw a mural, write a song or poem about a roundup. • Many songs were written about the life of cowboys and roundups. Use your school or local library, or the Internet and find some of these songs. Present them to the class and discuss the experiences expressed in the lyrics. • Ask students to create their own brand.

Transportation: Round-ups, Cattle Drives, and the Railroad

Developing Comprehension When were cattle that had been grazing on the open range rounded-up? Why then? Why were large cattle drives not economical? There were several famous trails that were taken to drive cattle to Abilene, Kansas where they would be shipped to the east. On a map, draw and name these routes. What were some of the problems associated with a long cattle drive? Why were the cattle drives discontinued? How have the railroads been beneficial to the history of the state? What were "collection points" for cattle? Which railroads were most important to the cattle industry? (Research topic.)

Transportation: Basque wagon and tree carving

Developing Comprehension • Where did the Basque sheepherders live? • Why was the wagon an important part of sheepherding? Describe the sheepherder's wagon in the photo. • Why are the Basque "tree carvings" important? Ask someone who understand the Basque language to come to class and explain the meaning of the carving in the photo. On what kind of tree is this carving made? What does the kind of tree tell about the location of the sheepherder? • In what part of the state did most of the sheepherding take place? Why? • Why do you think J.Z. was "always dreaming"?

65 Nevada Riches: The Land and People of the Silver State

• Assume that you were a Basque sheepherder and write your own tree carving about your life. • Do a Discussion Web on "Sheepherding Is the Life for Me". (See Appendix for the Discussion Web.) • Write a bumper sticker for or against sheepherding as a way of life.

Building and Traveling the Rails: Transcontinental Railroads in Nevada

Developing Comprehension What was the first railroad in Nevada and what was its route? The Central Pacific started building east and the Union Pacific west. At what point did they meet in Utah in 1869? (Research topic.) What kind of spike was driven into one of the railroad ties at the dedication service? Why do you think the railroad followed the course of the Humboldt River? Trace the route on a map of the state. Trace the route of the Western Pacific Railroad on a map of the state. Why was the Town of Caliente built or constructed? What does its name mean in Spanish? What was a "division point"? Make a list of the advantages and disadvantages you think the railroads brought to

the towns they passed through.

Building and Traveling the Rails: Shortlines

Developing Comprehension • What were "shortlines" and why were they important? • Name the feeder lines into the state and connect them to their major railroad (Research.) Building and Traveling the Rails: The Train Station

Developing Comprehension Why do you think people took the opportunity to travel on the railroads? Make a list of the types of people who could be found in a railroad station. Contrast this with the types of people you think travel on railroads today. Discuss how you think train travel has changed over the years. What were the jobs or responsibilities of the engineer and the conductor? What kinds of things did the newsboy sell? Why do you think "such books" is stated in the audio?

Towns, Large and Small: Building the town: Carpenters and Craftsmen

Previewing Vocabulary Observatory Patent Astronomer Filter Seismologist Saturated Optical Dry Goods Equatorial Wet Goods Eclipse Velocity

Developing Comprehension • Why were carpenters valued tradesmen in Nevada and why were their skills in demand?

66 Nevada Riches: The Land and People of the Silver State

• Describe and draw the construction of a typical mine and mill operation. • Make a list of the kinds of towns in which the carpenters worked and the kinds of things they built or constructed. (See Appendix for Chart.) • Why do you think the Fourth Ward School in Virginia City was so elegant? Discuss how the interim structure of the school illustrates the value miners and their families placed on education. (Research.) • Why do you think the carpenter's tool chest could be considered his most valued possession and protected so carefully? • What kinds of tools were in a carpenter's tool chest?

Towns, Large and Small: Charles Friend and Weather

Developing Comprehension • Where was Friend born and what is that area of the world called today? Trace his journey from Prussia to Carson City on a map. How long do you think the trip took? Why? • What is an optical store? • What is the purpose of an observatory? • How are the occupations of weatherman, astronomer, and seismologist different from each other? • What is an equatorial mount telescope? How does one help astronomers study the heavens? • What did he discover in the 1870's and how was he recognized for this discovery? • Explain what an eclipse is? Draw and label the various stages of an eclipse. When was the last full eclipse in the United States? • Describe the functions of a weather station. • Why did the thirty-eight weather stations in the state report to Friend? • Look at the weather section of a newspaper or on the Internet and compare the weather in your area with the rest of the United States. (The Weather Channel, http://www.weather.com, U.S. Weather Bureau). • Invite a weather person, an astronomer, and/or a seismologist to come to your class and discuss their occupations.

Towns, Large and Small: Telephone in Virginia City

Developing Comprehension • What is a patent? • What advantages did the invention of the telephone have over previous ways of communicating? • What was a telephone exchange and how did it work? • Describe an early switchboard and how it worked? • How did Consolidated Mine use the telephone? • In the early days of the telephone there were "party lines" with three or four families on the same line. Each family had its own ring; a combination of long and short rings, but all the other families could listen to the others' conversations. Create a skit showing how this worked. Invite someone in your community who remembers those early days to come to your class and share his/her experiences. (Have fun!) • Create newspaper headline about the invention of the telephone and write an article praising it and tell how it will improve the daily lives of the people of the state.

67 Nevada Riches: The Land and People of the Silver State I

Towns, Large and Small: Bad Water in Virginia City

Developing Comprehension • Explain why Virginia City and other mining towns had poor quality water. • Why was "the best of tunnel water" still impure and dangerous water? • What health problems do you think this created for the residents of those towns? • Discuss why the stone water filter excavated or dug up in 1997 and 1998 was better than no filter at all. • What was done in Virginia City to help get better water quality? • Invite someone from your water district to come to your class and explain how water is filtered today. • Write an advice column for the newspaper in one of the mining towns advising the inhabitants of ways they might help purify their water, and of the dangers of they did not.

Town, Large and Small: Newspapers

Developing Comprehension • Why do you think the mere presence of a newspaper in a town gave it "an air of permanence and civilization"? • Why do you think Mark Twain and Dan DeQuille's newspaper articles were read throughout the United States? • Make a list of the types of articles and other stories that were included in local newspapers in Nevada. Now, make another list of those things included in today's local papers. Do That Was Then, This is Now Chart. • Invite someone from your local newspaper to come to your class and discuss how news is gathered and how a newspaper is "put together". • Create a newspaper, if you do not already have one, for your school using the format of your local newspaper.

Towns, Large and Small: Sewing Machine and Dry Goods Stores

Developing Comprehension • Discuss how sewing was done before the invention of the sewing machine and how it changed after its invention. • Explain how sewing machines today are different from the earliest ones. (Find pictures of today's machines for this activity.) • There are not as many dressmakers today as in earlier days. Why? • The first department stores in the United States were often divided into "wet goods" and "dry goods". How is this different from today's department stores? • How were manufactured goods shipped all over the state? How is this done today? • There may be someone in your community who had a relative who was a dressmaker or who owned a dry goods store. Invite that person to your class to tell of these earlier days.

F. Early 20th Century (1900-1940): Modern Mining Technology: Southwestern Nevada Mining

Previewing Vocabulary • Carbide • Smelter • Velocipede • Reverberatory Furnace • Dross • Blister Copper • Concentrator

68 Nevada Riches: The Land and People of the Silver State

Developing Comprehension • How did the discovery of gold and silver in the state in 1900 revitalize or give new life to the mining industry? • Describe how the leasing system worked. • Why do you think miners who had discovered gold or silver would lease their claim? • Make a list of some of the mines operating in Goldfield in 1906. • If you had discovered a rich vein of gold or silver and then leased it to a mining company, what percentage or portion of the profits do you think you would have received? Why? Who benefited more and why?

Southwestern Nevada Mining: Electricity to Mining Towns

Developing Comprehension • Discuss how you think the coming of electricity, especially in southern Nevada, changed life in that area of the state. • Why would oil lamps have been dangerous or hazardous? • Why do you think electricity was only available in Las Vegas at night? • Why did full electrical power become available to the residents of Las Vegas in 1915? • What are swamp coolers and how did they make life more comfortable in the desert? What other inventions now make life more comfortable? • How do you think these two inventions have contributed to the population growth in the state? • How do you think people "kept cool" before the invention of electricity? • Invite some in your community who remembers those days to come to class and discuss his/her experiences. • Write a letter, song, or poem describing how it was like living in southern Nevada prior or before electricity. • Discuss the impact that the "creation" of electricity has had on the state. Do you think this is a positive or negative influence? Why?

Southwestern Nevada Mining: Transportation and Mining Camps

Developing Comprehension • How has the invention of the automobile changed life in the early 20th century in Nevada? Give reasons. How much money did these early automobiles cost? (Research.) Who could afford to buy and maintain one? Since there were no automobile repair shops or service centers, who do you think maintained the cars, and where did they get gas? Draw a mural of some of the models of the automobiles, or a model of one of them. What was "Alkali Bill's" auto stage and what were his routes? (Research.) Describe the early roads and discuss the difficulties the automobiles encountered in bad weather? What was a "mule train"? Why were mules used instead of horses? Trace the routes of the Tonopah and Goldfield and the Bullfrog and Goldfield railroads. Did these railroads follow any of the earlier emigrant or explorers' trails? If so, which ones?

Southwestern Nevada Mining: Quartette Mine, Searchlight

Developing Comprehension • Since the Quartette mine was the one that made Searchlight, why was the town's name not Quartette? (Research.) • Discuss the description of the mine as described in Audio Icon 1.

69 Nevada Riches: The Land and People of the Silver State

I. The Landscape:

Previewing Vocabulary • Geologic • Fossil • Seismically • Geologist • Pleistocene • Decade • Archeologist

Developing Comprehension • Discuss why the Nevada landscape has always been a challenge to people? • Make a list of some of these "challenges" and locate them on a map of the state. • What do you think Richard Lillard means by his statement?

• Make a class list of words that you think describe the Nevada landscape.

A. Pre-History (Pre-1800): Great Basin

Developing Comprehension • Describe the characteristics of the Great Basin. • Using a colored pencil or marker, draw the location of the Great Basin. • Which other states are included in the Great Basin? Great Basin: Physical Characteristics

Developing Comprehension • What is meant by interior drainage? • What are "sinks"? Why were they dangerous for people and animals? Look at the picture of Carson Sink and describe it. • What kinds of hazards or difficulties were created to travelers because the mountains in the state run from North to South? How do you think the travelers or emigrants got across the mountains? On a blank map of the state, draw or show these mountain ranges. What are they called? • What is the highest point in the state and in which county is it located?

• Where is the lowest point and in which county is it located?

Great Basin: Geologic History

Developing Comprehension • What do archeologists do and why? • How do we know that plants and animals existed in the state many years ago? • What was an "ichthyosaur"? Draw a picture of one. • What was a mastodon? Draw a picture or make a replica of one. Geologic History: Block faulting

Developing Comprehension • What are faults and how have they affected the Nevada landscape? • How have the elements (wind, rain, snow, ice) helped change the Nevada landscape? • What are landslides and how do they change the shape of mountains? Nevada Riches: The Land and People of the Silver State

Discuss the drilling methods, in detail, that are presented in Audio Icon 2. Discuss the "bowels of this magnificent mine" as presented in Audio Icon 3. Discuss the dangers and hardships of working in the mine as presented in Audio Icon 4. Why do you think occupational safety was an afterthought? Describe the kinds of hats the miners wore prior or before World War II. Why do you think the change to hard hats occurred? Given all this information, write a poem, song or diary entry about your experiences had you been one of those miners. • In Audio Icon 5 it is stated, "occupational safety was almost an afterthought". Why do you think this was the case?

Eastern Nevada, Copper

Developing Comprehension • How did the White Pine News describe the copper deposit in eastern Nevada? • What did it mean that the ore was "low grade"?

• What kind of "complex technology" do you think it took to extract the ore? (Research.)

Eastern Nevada, Copper: Open Pit Mining in the East

Developing Comprehension • How was the Liberty Pit created? • What kinds of "earth moving machines" were used? • What are "track gangs"? • The Chinese were used to help construct the railroads. Japanese laborers were used as track gangs at the Liberty Pit. Why do you think the Japanese came to work in the mines of Nevada? (Research.) • What was the role or responsibility of "track gangs"? • If you have a person in your community who speaks Japanese, ask him/her to come to class and help you write an article about the experiences of Japanese laborers in the Liberty Pit. Eastern Nevada, Copper: Concentrators and Smelters

Developing Comprehension Why did mining activity intensify in eastern Nevada in the early 20th century? Why was copper an important ore? How has copper contributed to the economy in the Ely area? Using the diagram of operations on the screen, describe how copper was separated or extracted from the rock in which it was found and then shipped. What is "blister copper"? Describe how a concentrator and a Reverberatory Furnace operated. What was their purpose? Why were the copper concentrator and the smelter the largest buildings in the state? Why do you think they were taken down in the 1990's? Why not preserve them as a part of the mining industry in Nevada?

Eastern Nevada, Copper: Railroad in Eastern Nevada

Developing Comprehension • Describe a velocipede and a hand car, how they were used and operated. • Draw a picture or mural of each.

70 Nevada Riches: The Land and People of the Silver State

• Why has the velocipede been preserved in a museum? What other artifacts do you think should also be preserved and why?

Railroad in Eastern Nevada: Significance

Developing Comprehension • Trace the route of the Nevada Northern Railroad linking eastern Nevada to the rest of the world. Which towns and cities were on its route? How did this affect the economy in these towns and cities? • Discuss how the railroad was an important part of a community? • How far did students from Ely have to travel to school? (Nevada map) • Why do you think the people of Ely established a Railroad Day celebration in 1906? Is it still held today? • Describe how the railroad could be a dominant feature in a town. • Pretend you are the young child in this photo and you have just seen your first train and heard it whistle. Describe the sights and sounds, an your feelings in a song, poem, diary entry, and/or roll play the experience. • Since trains were fueled by wood and coal, what was the purpose of a water tower, as seen in the photo?

Railroad in Eastern Nevada: Architecture, Railroad Hardware

Developing Comprehension • In the text it is stated that the depot in Ely was a "standard design". What does that mean? • Why do you think the stations were so beautiful? • Why do you think the East Ely station was restored and preserved? • Describe the mission revival style of architecture. • Describe how the functional style of the engines, equipment and buildings in the railroad yard were different from the mission revival style. (See Appendix for chart.) • Draw a mural of the station, write a poem or letter to a friend describing the station.

Dams in the Desert: Lahontan

Developing Comprehension • What was the purpose of Newlands Reclamation Project? • What was the Lahontan retaining dam designed to do? • Make a list and discuss the reasons that the Reclamation project was not as successful as planned. • What are water rights and why would there have been disagreements over them? • Are there disputes over water rights in the state today? If so, where and why? • Why do you think the Newlands Reclamation Project was successful in Fallon and Fernley? (Nevada map)

Dams in the Desert: Hoover

Developing Comprehension • How long was it between the dream of a dam on the Colorado River and its completion? • How was the site of the dam chosen? What was its intended purpose? • Why do you think the name of the dam has changed so many times? • Discuss why the dam is considered a "technological marvel".

71 Nevada Riches: The Land and People of the Silver State 1

Hoover: Building the Dam

Developing Comprehension • Where and why was Boulder City constructed? Describe it then and do a comparison to today. • Besides distance, what other reason(s) were there for letting laborers live in Las Vegas? • Describe the kinds of heavy equipment needed at the dam site? • What influence do you think this had on the way the roads were constructed? • What were "diversion tunnels" and why were they needed? Describe them. • How was the railroad useful in the construction of the dam? How do you think the trains were able to get down into and out of the dam site?

Hoover: The Importance of Water

Developing Comprehension • How did the Colorado River Compact attempt to solve the problem of the distribution of water to the seven states? • What was the immediate problem to be considered when the building of the dam became a reality? Why was it a problem? • What are tributaries and why are they important to the seven states that depend upon the Colorado River? • Make a list of the seven states and their tributaries that flow into the Colorado River. (See Appendix for chart.) • Nevada was allocated only 300,000 acre-feet of water. How is the water distributed to the various towns and cities in the state? • If an acre-foot is sufficient for one family, how many acre-feet are needed in your town or city? What problems does this create? Discuss how these problems can be solved.

Early 20th Century (1900-1940): Snow Surveying

Developing Comprehension • Draw map of Nevada showing the various "climate zones" and describe them. • Many of the ranchers and farmers irrigate their land. Where do they get their water? • Look at a map of the state and list the sources of water for your area of the state. • How did "old timers" predict how much water would be available to them in the spring? What kinds of problems did a light snow in the mountains create for the farmers and ranchers? • Who was Dr. James Church and what did he invent that measured the water content of snow? • Describe the instrument and draw a picture of it. • Why do you think it took five years for Dr. Church to perfect the instrument?

• Why was this an important invention?

Early 20th Century (1900-1940): Transporting Goods, Entertaining Tourists

Developing Comprehension • Make a list of the ways people traveled in the early history of the state and now. Do a That Was Then/This Is Now chart. (See Appendix for chart.) Transporting Goods, Entertaining Tourists: Steam Boats in Nevada

Developing Comprehension

72 I Nevada Riches: The Land and People of the Silver State

Discuss why it is a bit odd to consider the significance of boats in Nevada. Make a list of the rivers and lakes that could have been used by schooners and draw them on a blank map of the state.

Steam Boats in Nevada: Lake Tahoe Steamers

Developing Comprehension How large is Lake Tahoe? What role has the lake played in the early history of the state? How is this different from the role it plays today? What problems does the changing surface of the lake create for boats and crews? What was the first steamboat launched on the lake? Describe it. In addition to tourists, it towed "log booms". What are they? Describe the steamboat "Tahoe". What kind of excursion trips did the steamboat offer? Pretend that you took one of the excursion trips on the "Tahoe" and write a letter to a friend telling of your trip. Why did the "Tahoe" and other steamboats stop or cease operating? What happened to the "Tahoe"? Why do you think it was "scuttled" instead of being dismantled and its lumber used for other purposes? • Draw a mural of the "Tahoe".

Steam Boats in Nevada: Colorado River Steamers

Developing Comprehension • What does it mean that steamboats began "plying the lower Colorado River"? Why were they able to do this? Why wouldn't they be able to do this today? • Why was the town of Callville established? • Why do you think the scheme was not successful? • Why did steamboat traffic on the lower Colorado River "go out of business"?

Transporting Goods, Entertaining Tourists: Highway Travel

Developing Comprehension Describe how the early highways in Nevada were constructed and what they were like. The tires on the early automobiles were narrow, unlike the ones today. What kinds of problems do you think this created for the cars in different weather conditions and terrain? Discuss why gas stations came into being. How is the gas station shown in this photo different from the ones we have today? Do a Comparison Chart. Compare the price of gas then to what it costs today. Why is there such a wide difference in prices? Why did blacksmiths and farriers become auto mechanics? How does this photo illustrate the fact that 'the times they were a changing"? Discuss why the early cars were not "always equal to the challenge of the terrain and the weather". It took George Wyman a month to travel across the U.S. from San Francisco to New York and two cars a month and half. Why do you think it took the cars longer? Given the fact that they probably took a direct route, trace it on a map. Suppose that you were taking this trip and create a bumper sticker for your motorcycle or car. Write post cards or letters home describing your trip in detail- terrain, weather, people, sites, problems, and your feelings. (You might want to read John Steinbeck's novel Travels With Charlie that describes his trip across American with his dog Charlie.)

73 Nevada Riches: The Land and People of the Silver State 1

Highway Travel: Highway Legislation

Developing Comprehension • Why did the Nevada legislature pass a law in 1913 requiring all automobiles to be licensed? • How was the money used? • Why was the Department of Highways established? • What role did the U.S. Congress play in the development of the state and national highway system? • Name the three major highways that crossed Nevada in 1926 and trace their routes on a map of the state. • Discuss the advantages and disadvantages that the improved highway system brought to the state and to the towns and cities through which they passed.

Highway Legislation: Arrowhead Trail

Developing Comprehension • Trace the route of the Arrowhead Trail and make a list of the towns and cities through which it passes. • Why do you think the Los Angeles Times reporter stated that it was "destined eventually to become a thoroughfare to be reckoned with"? Was he right? Why?

Highway Legislation: Victory Highway

Developing Comprehension • How did the Victory Highway open the "Great American Desert"? • Draw its route on a blank map of the state and include the names of the towns and cities through which it passes.

Highway Legislation: Lincoln Highway

Developing Comprehension • What was the idea behind the construction of the Lincoln Highway? • Discuss why the construction of the highway was a challenge. • Make a list and draw a map of the ten mountain ranges it had to go through. • Make of list of the towns and cities through which Highway 50 passes. • What advantages or disadvantages did the highway have for the residents of these communities?

Transporting Goods, Entertaining Tourists: Early Aviation

Developing Comprehension Describe when and how the age of aviation came to Las Vegas. What kind of "airfield" was constructed? Why do you think Las Vegas became a "watering stop" between Los Angeles and Salt Lake City? Where did the passengers sit? Compare this to today. What were the flight instructions? How is this different from today's flights? Discuss where and when the first flight occurred in Nevada. Would you have taken one of these early flights in an open cockpit and sit in a folding chair? Why? Why not? Create a flyer advertising the flight from Los Angeles to Salt Lake City. Why did Las Vegas have one of the first regularly scheduled air passenger services?

74 I Nevada Riches: The Land and People of the Silver State ||

Transporting Goods, Entertaining Tourists: Mail Service

Developing Comprehension • How was mail delivered in the early days of Nevada's statehood? • Why do you think the post office in Las Vegas was named Los Vegas ("o" instead of "a")? Why do you think it was changed to Las Vegas? • Discuss how the airplane changed the way mail was delivered. • Discuss why you think a large crowd turned out for the arrival of the first airmail in Las Vegas. • Write a newspaper article for the local paper about the event.

Early 20th Century: Telephone in Southern Nevada

Developing Comprehension • When were telephones introduced in Las Vegas? How limited was the telephone service? • Roll play an extension of the conversation between Ed Clark and Sam Lawson. • What were the benefits of the transcontinental telephone lines? • How long was it between the completion of the lines and the first completed call? Why did it take so long to complete? • Write a skit about what this first call between San Francisco and New York might have been like.

G. World War II and Post-War (1940-1964): War Machinery and Production: Basic Magnesium, Incorporated

Developing Comprehension • What caused the population growth in southern Nevada during World War II? • What is magnesium and how was it used? • Write a flyer or want ad advertising for workers in Basic Magnesium, Inc. • Why did Henderson become the second largest city in Nevada?

World War II and Post-War (1940-1964): War Machinery and Production: Modern Highways

Developing Comprehension • Why did automobile travel become important in Nevada in the 20th century? • What was the Interstate Highway Act of 1956? • Look at a map of the state and create a chart showing the following for Interstate 80 and Interstate 15 its length within the state, towns and cities passed through, rivers and recreational areas, highest/lowest peaks (Highway 80 only) and historic sites. • What problems do you think workmen faced in building these highways, especially Interstate 80? • Create a Discussion Web (see Appendix) on the issue of whether or not they were beneficial to the state. • Highway 50 is shown in the photo. What is its nickname and why? (Nevada Trivia Book) • Construct a chart that shows:, its length, towns rivers, and historic sites (if any).

H. Contemporary Nevada (1964-Present): M-X

Developing Comprehension • Describe the proposed M-X (Missile Experimental) Project. • Make a list of the reasons the project was cancelled. • Do you think this was a wise proposal? Make a list of your reasons. Do a Discussion Web on the issue.

75 I Nevada Riches: The Land and People of the Silver State

• Why do you think the Church of Jesus Christ of Latter Day Saints was so strongly against the project? • Write a newspaper headline about the proposed project and then write an article in favor or against the project. • Why do you think Nevada and not another state was chosen as the site for this proposed project?

Contemporary Nevada (1964-Present): Factories and Business

Developing Comprehension • Why has industry of many types been drawn to Nevada? What concerns were created by some of the plants? Why? • Describe the damage done by the explosions that happened at the PEPCON plant. • Where are the PEPCON plants now located? • Write a letter to your Congressman at the time expressing your concerns about the potential dangers of these plants.

Contemporary Nevada (1964-Present): Modern Air Travel

Developing Comprehension • Why is air travel an important ingredient to the success of Las Vegas as a tourist spot? • Discuss why Las Vegas, "almost by accident", was one of the first to schedule transcontinental air service. • Discuss why United Airlines was important to Las Vegas' tourist economy. • Who was McCarran after which the airport was named? (Research)

Contemporary Nevada (1964-Present): Modern Cowboys, Traditional Tools

Developing Comprehension • What kinds of "tools" do modern cowboys still use that date back to the early days of the Spanish vaqueros? • Why do you think the horse is "still an important form of transportation for the cowboy"? Why not a jeep or other vehicle? • Name and describe the types of tools the cowboys have learned to make. How are they made? Draw a picture of each. • Describe how rawhide is made. • Describe a "reata". • Describe a "hackamore" and how the cowboy uses it. • Discuss how a cowdog is important to the cowboy. • What do you think are some of the dangers a cowdog faced? • Suppose that one your cowdogs was killed by the cattle and write an obituary for your dog.

Preserving the Past: Caboose No. 9

Developing Comprehension • Why do you think little thought was given to preserving some of the major technological advances of the 19th century? Who has in recent decades been interested in helping preserve Nevada's past? Why? Why do you think some of the largest projects have involved trains? Describe in detail the restoration of Caboose No. 9. Why is Caboose No. 9 sometimes called "the Miner's Caboose"? Where on a train is the caboose located? Draw a picture of Caboose No. 9 and describe it in a poem or song.

76 Nevada Riches: The Land and People of the Silver State

• Write a letter to the Nevada Historical Society in Carson City explaining why you think artifacts from the past should or should not be preserved.

Preserving the Past: The Inyo

Developing Comprehension • Why do you think the locomotive "Inyo" has been preserved? • Why do you think these early locomotives, as opposed to now, were so beautifully decorated? • Why were engines, such as the "Inyo", considered a symbol of the power and greatness of the American nation?

• Draw a picture or mural of the "Inyo" or make a collage of the 14 images given.

Myths and Truths

Developing Comprehension • Why is it a "myth" that there were men buried in the concrete of Hoover Dam? • If a man had fallen into the concrete, why would he have been able to be rescued? • How would a "decomposing body" affect "the structural integrity of the dam"? • Why do you think such myths happen or are created?

77 Nevada Riches: The Land and People of the Silver State

Art Elaborate Mansion In Brick Home in Aurora, Nevada Central Nevada

Simple Wooden Home in Carson City, Nevada

78 Nevada Riches: The Land and People of the Silver State

IV. Earning a Living: Introduction

Previewing Vocabulary • Atlatl • Mano • Mortar • Diorama • Metate • Pestle • Petroglyphs • Winnowing • Tule • Shaman • Dikes • Cui-ui • Prehistoric

Developing Comprehension • The photos on the screen furnish an idea of the various ways people of Nevada over the years have earned a living. • Discuss the type of work shown in each photo, noting changes over the years. What is so unusual about the photo of the section gang? Why?

A. Pre-History (Pre-1850): Pueblo Culture

Developing Comprehension • What is culture? What things make up a culture? • To whom does the term "pueblo culture" refer? • What does it mean that these ancient cultures shared "economic subsistence"? • Of what materials were the pueblos constructed? Why? • Describe the physical characteristics of the geographical area where they lived? How did this help determine how they lived?

• How were the pots in the photo made? What might their shapes, colors and design mean?

Pueblo Culture: Food Procurement

Developing Comprehension • Why was it difficult for these early Native Americans to find enough food to survive? (A study of early maps will help in answering this question.) • Describe the Anasazi culture -their way of life. (Research.) • What kind of game or animals provided raw materials for clothing, bedding and small tools? (Research.) • What weapons did the Anasazi use to hunt game? What is an atlatl and how was it used?

Pueblo Culture: Mining

Developing Comprehension • Why is salt an important part of human nutrition? (Research.) • Why did the need for salt increase after the native people adopted a farming economy? • Where were the salt deposits located? What is a salt dike? • How was it mined? (See photo.) • What other uses did salt have for the native people? What would they trade for and why? Pre-History (Pre-1850): Hunters and Gatherers Developing Comprehension • Discuss what problems or difficulties the landscape had for the natives, as shown in the photo. • Why did the natives know when and where to hunt for food? • What does they "knew the earth's secrets," mean? Describe. • Draw a chart that shows what food was gathered and when.

79 Nevada Riches: The Land and People of the Silver State

Why do you think some mountains are covered with vegetation and others are barren? On a blank map of the state indicate the mountains that are barren and those that have vegetation. Discuss how it is possible for rocks to reveal Nevada's geologic history. Describe why some rocks can look like people, animals, or fanciful shapes? Draw a picture of Elephant Rock. Are any of these rocks in your area? Where? Draw or sketch them and tell what they resemble.

Geologic History: Volcanic Activity

Developing Comprehension • What effect have volcanoes had on the Nevada landscape? • Make a map of the state showing sites where this volcanic activity took place. • Where did most of the volcanic activity take place? Why? • How or why have the volcanoes been eroded or changed?

Geologic History: Glacial Activity

Developing Comprehension • Describe how water has helped to change the Nevada landscape. • How are glaciers formed? • On a map of the state show where most of the glacial activity occurred.

Geologic History: Earthquake Activity

Developing Comprehension • Describe how earthquakes, over the years, have helped change Nevada's landscape. How do we know that small earthquakes occur in Nevada everyday? What is the instrument called that is used to detect and measure the strength or power of earthquakes? Why do you think Nevada is one of the most seismically active states in the United States? What major changes in the land happened as the result in the earthquake in Dixie Valley in Churchill County? Draw a picture showing before and after. Where and when have earthquakes occurred in Nevada?

Great Basin: Pre-historic Lakes

Developing Comprehension • Research: Lake Lahontan, e.g. Where was it? Who lived near it? What was their lifestyle? Significance of Hidden Cave? Significance of Lake Lahontan? What happened to the lake? What happened to the people who depended on the lake? Make a map showing the locations of Pyramid and Walker lakes. Nevada Riches: The Land and People of the Silver State

Hunters and Gatherers: Paiute Fishing Camp

Developing Comprehension • In what ways were the Paiutes fortunate in the location of their homelands? • What are "cui-ui"? • Why were the women responsible for splitting, drying, and storing the fish? • Describe how a typical Paiute shelter was constructed. Make a small replica of one using traditional materials, if available.

Hunters and Gatherers: Rabbit Drive

Developing Comprehension • Why were the rabbit drives conducted in November? • Describe how a rabbit drive was done. • How were the products of the rabbits used? • Draw a picture of a rabbit drive.

Hunters and Gatherers: Antelope Hunt

Developing Comprehension • Why were antelope hunted in the early fall? (Research on the antelope.) • What are "petroglyphs"? • What did the shaman carve and why? • What is meant by the term "prong-horned" to describe an antelope?

Hunters and Gatherers: Mudhen Drive

Developing Comprehension • Describe a "mudhen". Why were they hunted in the fall? • How were they used? • Why were they "netted" instead of simply shot with a bow and arrow, for example?

Hunters and Gatherers: Pihon Nuts

Developing Comprehension Why were pinon nuts the main winter food for the Nevada Indians? Where are pinon nuts found? How were they stored for the winter? Describe how the Nevada Indians used pinon nuts. Why was the supply of pinon nuts seriously depleted? What else did the Great Basin natives eat besides game? In what times of the year were they eaten? Why then? Why was it increasingly more difficult for the Native Americans to live? Describe how pine nut mush was made. Make a mural or diorama of the process. Draw a mano and a metate. Draw a mortar and a pestle. How were they made? Describe or demonstrate how winnowing was done. Draw a winnowing tray. How is the flour used? What kind of cooking utensils did they use? Find pictures of them and describe how they were made. Describe the process of making pine nut mush. Create a recipe using pine nut mush.

80 [ Nevada Riches: The Land and People of the Silver State B. Exploration (1800-1870): Economics of Trapping

Developing Comprehension • Describe how the fur trade has played an important role in the history of the United States? • Why was beaver fur so important to the exploration of the West? • How was the beaver fur used? • The beaver coat on the girl in the photo seems huge compared to her size. Design a different coat that would more closely fit her size and keep her just as warm. What materials did you use and why?

Exploration (1800-1870): Competition Between Nations and Fur Companies

Developing Comprehension • How did the fashion industry have an effect on how people made their living? • What is a "royal monopoly"? • Why did the Hudson's Bay Company receive such a monopoly from the British King? • What was the American Fur Company? • Conflicts between these two companies were certainly bound to happen. Why? How were they resolved or settled by the two governments? • What is a "fur desert"? • Who were the mountain men and what were their contributions to the settlement of the western part of North American? (Research.) • There are several important mountain men who made a significant contribution to the history and settlement of the west. Choose one and do a research project on him and present it to the class. (Small group project.)

C. Migrations (1840-1872): Looking for Land to Farm

Previewing Vocabulary • Convert • Factionalism • Immigrated • Emigrants

Developing Comprehension • Draw a map of the fertile valleys in the state and discuss why they were important to the settlement of Nevada.

Looking for Land to Farm: Mormon Colonization

Developing Comprehension • Why did the Mormons move or migrate to the western United States? Why were they persecuted in other parts of the United States? • What was their purpose in establishing religious communities throughout the West?

Mormon Colonization: Hyde and Western Nevada

Developing Comprehension

• How did the first Mormons in Nevada earn a living? • Where and when was the first trading post established? • Who was Orson Hyde and what did he do that was significant? • What is a "sawmill"? (Sketch a picture of one.) • Where and how did Hyde and his followers get the lumber for the sawmill?

81 Nevada Riches: The Land and People of the Silver State 1

• Looking at this early photo of historic Genoa, why do you think anyone would want to settle there? • What living conditions do you think they experienced during the different seasons of the year?

Mormon Colonization: Bringhurst and Southern Nevada

Developing Comprehension • When and why was the Las Vegas Mission founded? • Why didn't the Mission prosper? • What kinds of "disunity and factionalism" do you think was created among the leaders and settlers? Why? • Look closely at Mr. Bringhurst's photo and describe what kind of person you think he was. Give reasons for your answers. (Do a Character Analysis chart; see Appendix.) • Why do you think the Las Vegas Mission, shown in the photo, was constructed in such a manner?

Looking for Land to Farm: Early Farms and Ranches

Developing Comprehension • Who were Heinrich and Fredericka Dangberg? • What do you think were some reasons they left Prussia in 1859? (Research.) • Why were snowshoes made for their horses to cross the mountains? Draw a picture of them. • Trace their journey from Westphalia to the Carson Valley. • How did the Dangbergs make their living? • How do you think they knew about the weather conditions in the different seasons that would make travel to the west difficult? • Compare and contrast this photo of Carson Valley with the way it looks today? Draw a Then/Now picture of the valley.

Migrations (1840-1872): Building Towns and Businesses

Developing Comprehension • In what ways did the early settlers to Nevada earn their living? • Describe how and why towns were established. • Why did some of the towns disappear and some stay?

Building Towns and Businesses: Reno

Developing Comprehension • Where were towns established in the early days of the settlement of Nevada? • Why did people have to pay a toll to cross the bridge in the picture? Why were they located at certain spots along a river? • The photo seems to show that a small population center had grown up around the toll bridge. Why? • By what two names was Reno originally called? Why? • When, by whom, and why was Reno established? • Locate a modern panoramic view of Reno today and discuss the differences from the 1908 view. (Do a Then/Now Comparison Chart; see Appendix.) • What has contributed to the growth of Reno over the years?

82 Nevada Riches: The Land and People of the Silver State I

Building Towns and Businesses: Eureka

Developing Comprehension • Who was William Stowell? Trace the route he took to get from New York to Austin and finally Eureka on a map. • Why did Stowell open a drug store and also conduct an assay business in the store? • What is an "assay business"? • Stowell was a man with some strong personal character traits. Do a Personality Profile of him, listing the traits you think he possessed. (See Appendix.) Discuss why you chose those particular traits.

Migrations: Mining: Work in the Mines

Developing Comprehension • Using the photo on the screen as your guide, describe a miner's life in 19th century Nevada. • Miners were lowered into the shaft in a cage. Describe the cage shown in the photo and discuss why this type of cage was hazardous for the miners. • How much were they paid a day? How does that compare with today's wages? • In 1868, The "Territorial Enterprise" stated the miners themselves were to blame for the lack of safety. Discuss the reasons given in the paper. • Write a Letter to the Editor disagreeing or refuting this claim.

D. Territory to Statehood (1848-1864): Building a State

Developing Comprehension • The map of the territory of Nevada shown on the screen is quite different from the present "look" of the state. Using a current map of the state, discuss why the two maps are different.

Building a State: Livelihoods in the Territory

Developing Comprehension • What were some of the ways people earned a living, as listed in the First Directory of the Nevada Territory? • Describe how this is different from today? (Make a comparison chart.) • Create a city directory for your town, city or suburbs and list what each business sells.

Building a State: Legislators: Occupations

Developing Comprehension • Describe in detail the delegates to the 1864 State Constitutional Convention. • Get a list of their names and make a chart showing the following: age, marital status (single/married), place of birth, and occupation. • Get a list of the present delegates to the state legislature and do a comparison of their age, marital status, place of birth and occupation. What differences do you notice and why do you think there are differences?

E. Riches, Ranching and Railroads (1848-1864): Mining Boom and Bust

Previewing Vocabulary • Artesian Wells • Forage • Infrastructure • Roundhouse • Illuminated • Assayer • Smoldering

83 Nevada Riches: The Land and People of the Silver State

Developing Comprehension • What is meant by the statement "boom and bust economics"? • To what does "boom and borrasca" economics refer? • How is Candelaria an example of this? • Why were some towns in the territory only "short lived"? • Using a map of the Nevada Territory, make a list of other towns that were short lived and now ghost towns. (Research for small groups of students. Have each group select one town and do a visual and oral report of its history. Then make a collage of the things that represent each town. What things do they have common?)

Mining Boom and Bust: Mining in Treasure City

Developing Comprehension Who was John McQuig? How does John McQuig describe Treasure City? (Make a list of the "disagreeable" things he describes.) He states that he "used to spend our National Holy Day" with his friends. To what day was he referring? Why was this particular day "Holy" or special to him? Why do you think pneumonia appeared to be "the prevailing disease"? Would this still be the "prevailing disease" today? Why?

Mining Boom and Bust: Mining in Searchlight

Developing Comprehension • Where is Searchlight located and why was it founded? • U.S. Senator Harry Reid states that in its beginning Searchlight had a "very primitive infrastructure". What does this mean? • In what ways did the town swiftly become a "modern town"? (Make a list.) • What kinds of things did the grocery stores carry? (Make a list.) • What caused Searchlight to "wane" or decline after 1908? List the reasons. • Construct a comparison chart of Searchlight then and now. (Use pictures and photos.) • Using information from the text, write a descriptive paragraph about Searchlight then and one about now.

• How did the town get its name Searchlight? (Research.)

Earning a Living in the Mines: Miners

Developing Comprehension • What is placer mining? • Discuss how and where placer mining was done, as shown in this photo. • Why was placer mining a "solitary occupation"? • Why do you think the man in the photo is wearing a gun since placer mining was a solitary occupation? • Why couldn't children work deep in the mines operated by large mining companies? Was this because of the danger or child labor laws? (Research.) • The boy on the left side of the photo seems to be uninterested in what is happening. What might he be thinking? If you were that boy, what would you be thinking and why? • What kinds of hazards or dangers faced them once they were in the mines? • Someone in your community may have worked in the mines or knows someone who did. Either interview that person and ask him/her to come to class and describe the conditions then. Contrast this with working conditions in the mines today. Do a "That Was Then/This Is Now" chart.

84 Nevada Riches: The Land and People of the Silver State

Earning a Living in the Mines: Assayers

Developing Comprehension • What was the job of an assayer and why was he so highly respected in a mining town? • What does "float" mean? • What were "load ores"? • Instead of currency, what was sometimes used for "money"? Why? • How might an assayer cheat the miners when he weighted their ore? If he did and was caught cheating, what do you think would have happened to him? Why?

Earning a Living in the Mines: Danger on the Job: The Yellow Jacket Fire

Developing Comprehension What caused the fire in the Yellow Jacket Mine? How many men died in the fire and how? Could this same kind of fire happen in a mine today? Why? Why not? Why was a fire such a great danger to miners? How did people "above ground" know when there was a fire in the mines? Why do you think the fire continued to burn throughout the shafts for months? Why was the rescue of the miners difficult? How do you think these fires could have been prevented? How are such fires prevented

today?

Riches, Ranching and Railroad (1850-1900): Life on the Ranch and Farm

Developing Comprehension • Why were farms and ranches an important part of the early economy of Nevada? • Is this still true throughout the state? Why? • Where in the state is this still true? • Owning a farm or ranch the fulfillment of the dreams of many people? Why? • Discuss how farmers and ranchers "put up" their hay, as shown in this photo. What device is the man on the ground using to "pitch" the hay? What is the man on top of the hay doing? What was the purpose of the derrick shapes at each end of the wagon? • Could you put yourself in this photo and be satisfied with earning your living this way? Why? Finding Land: Homestead Act

Developing Comprehension What was the Homestead Act of 1862? Discuss the lifestyle of a homesteader, as vividly shown in this photo. Pay particular attention to the clothing, animals, structure of the cabin, and landscape. What could be the purpose of each cabin shown in the photo? Why do you think the women in the photo were wearing hats and long dresses, since this was, supposedly, in the middle of summer? Why didn't all the homesteaders make a success of their farms or ranches? Suppose that you lived in a comfortable setting in the East at this time. Would you have wanted to move west and homestead a piece of land in Nevada? Why or why

not?

Finding Land: Open Range

Developing Comprehension

85 [ Nevada Riches: The Land and People of the Silver State Why wasn't the land given to homesteaders by the Homestead Act enough land to operate a ranch? Why were the range lands uncontrolled and what were the consequences of this practice? Do you think the federal government was justified in passing the Taylor Grazing Act? Give reasons for your answers. How does the federal government manage public lands today? If the land is public land, do you think the federal government should or has a right to manage it? Why?

Settling the Land: Southern Nevada: Mormon Colonization:

Developing Comprehension • What is the oldest community founded in eastern Nevada, by whom was if founded and why? • Where were some of the other Mormon colonies established? • Describe their location and why it was or was not a good place to settle. • Why did Brigham Young want these colonies established? • Why did the Muddy Valley settlers need Brigham Young's permission to leave the area? • Look at the photo of Brigham Young and describe what personal characteristics he had. Pay close attention to his clothes, eyes, mouth, and hair in describing him. • Why were there tax disputes with Lincoln County? • What was the "United Order" community of Bunkerville and how did it function or operate? Why do you think it was "dissolved"?

Settling the Land: Southern Nevada: Las Vegas Ranch, Kyle Ranch

Developing Comprehension • How was the Las Vegas Valley "virtually isolated from the outside world"? (Map study.) Why could the Gass Ranch be considered an early "motel" in the territory? Describe Octavius Gass' ranching operation. Gass had to eventually sell his ranch because of "financial troubles". Discuss what those troubles might have been. What was the purpose of the buckboard shown on the left side of the photo? What does this tell about who lived there? What do you think was the purpose of each of the building shown in the photo? What goods did the Kiel Ranch supply to the people of Las Vegas? Compare the Gass Ranch with the Kiel Ranch show in this photo. Describe how Sadie Kiel George did her laundry, as shown in this photo. Why is Sadie now referred to with the last name of George? Why was the corral fence on the Kiel Ranch constructed of mesquite since timber was available in the mountains surrounding Las Vegas? Describe how the sawmill operated.

Northeastern Nevada: Spanish Ranch

Developing Comprehension • Describe the physical characteristics of northeastern Nevada that made it suitable for ranching. (Study a physical map of the area.) • Who were the Altube brothers and why are they important to the history of Nevada?

86 I Nevada Riches: The Land and People of the Silver State

• Why did the Altubes begin to grow and cut their own hay? • Describe how haying was done on the Spanish Ranch, as shown in this photo. How is this haying practice different from an earlier photo you saw? What "modern" machinery is in this photo that was absent from the earlier one? What was its purpose? • Who were the Basques? • How would the new haying process be beneficial to farmers and ranchers, especially during the winter? • Why did they immigrate to Nevada? (Research project.)

• Why was Pedro Altube nicknamed "The Father of the Basques in America"?

Eastern Nevada: Mary Oxborrow

Developing Comprehension • Describe Mormon settlement in eastern Nevada at the end of the 19th century. • How did families in the towns of Lund and Preston divide their land? Why? • Why did settlers plant Lombardy poplar around their farms and ranches? • Mary Oxborrow, one of the first settlers in the White River Valley, worked as a "midwife and healer". What does this mean? Describe her life, and how she and her femily lived, as told in the audio. • Let one student assume identity of Mary Oxborrow. The rest of the class can ask her Developing Comprehension about her life. (Interview Developing Comprehension should be written before the interview.) • Using the text of the audio, have students write a script about Mary Oxborrow's life and present it as Reader's Theater. Central Nevada: Callaghan Ranch, Grass Valley

Developing Comprehension • Where is Grass Valley located? Describe its physical features. • Why was it first settled? Who was Dan Callaghan and why did he come to Green Valley?

• Locate Mt. Callaghan on a map of the state.

Western Nevada: Cordes Farm, Centerville

Developing Comprehension • Who was Frieda Cordes? Where and when was she born? • Where did her parents come from and how did they earn a living in Nevada? • How many children were in the family and what happened to them? • What were Frieda's daily chores? • When were hogs butchered? Why then? Describe what happened during butchering time. • What uses were made of the meat? • What were some of the "delicacies" enjoyed by the German families? Have you ever eaten any of these delicacies? What did they taste like? • Describe how work on the farm was hard. Why did neighbors join together to do the work? Is this still a practice in Mormon communities? Explain. • How was the hay derrick, shown in this photo, used? What was the rule of the man on the top of the haystack? What is the new machine in this photo that was not shown in earlier photos • Discuss the personal characteristics you think Frieda had? Do a Character Analysis chart.

87 Nevada Riches: The Land and People of the Silver State

• Have one student assume the role of Frieda Cordes and the rest of the class can ask her Developing Comprehension about her life. (Write interview Developing Comprehension before the intervi ew.) • Using information in the text, students could also write a script and present it as Reader's Theater or write a poem or song about her life.

Riches, Ranching and Railroads (1850-1900): Working on the Railroad

Developing Comprehension What were the roles of the engineers, surveyors, and laborers in the building of railroads? Draw the routes of the various companies on a blank map of the state, using different colors. Describe how this photo shows the living conditions of the railroad workers. What kinds of jobs were necessary to keep the railroads running or operating? Write a job description for each job and write a Want Ad advertising each job.

Working on the Railroad: Jobs To Do

Developing Comprehension • What was the purpose of roundhouses, railroad shops and yards? • How might the early roundhouses differ from those of today? • Who was Pierre DuPuis and what was his occupation? • What are wooden patterns and how were they used?

Working on the Railroad: Danger on the Job: John Bell

Developing Comprehension • Describe how John Bell was injured? • John Bell's arm was amputated. What procedures or instruments were used for such an operation in the 1870's? (Research.) • If the accident happened today, how would Bell's treatment have been different?

Working on the Railroad: Immigrant Railroad Workers

Developing Comprehension • Why were recent immigrants grateful to get jobs, even though the jobs were very hazardous? • What nationality built the Central Pacific Railroad? • What was the purpose of the "car" shown in this photo and how was it operated? • The title under the photo tells that these are Chinese railroad laborers. If the title were removed, how would you know that they are Chinese? • Why was the progress of the work sometimes measured in feet instead of miles? • On a blank map of the state, draw the route of the Central Pacific Railroad. When and where did the Central Pacific Railroad and the Union Pacific Railroad meet? Why was one spike silver, and one golden? • On a blank map of the U.S., draw the route of the Union Pacific Railroad. • Why is the joining of these two railroads significant? • Which nationality was primarily responsible for building the Union Pacific Railroad? • Why do think the west railroad laborers were Chinese and the east coast laborers were Irish? (Research a study of the flow of immigration will be useful in answering this question.) • Why did the nationalities of those who worked on the railroads change in the 20th century? (Research immigration laws.)

88 II Nevada Riches: The Land and People of the Silver State 1

Riches, Ranches and Railroads (1850-1900): Working in Town

Developing Comprehension • Make a list of ways people earned a living in the early days of Nevada history. • Discuss the types of jobs advertised on the front page of the newspaper in the photo. What special skills were needed to fulfill these jobs? • Choose a job and write an ad for the Help Wanted section of the newspaper. • How long did businesses usually last in a mining town? Why? Discuss the effects on the economy of the town when a business closed? Which businesses would be missed most if they closed? Why? • Besides a "roof over their heads, what other kinds of facilities do you think the Cactus Peak Hotel offered miners? Do a drawing of what the inside of the hotel might have looked like.

Working in Town: Clapp and Babcock Sierra Seminary

Previewing Vocabulary • Millinery • Grinders • Oculist • Self-aggrandizement • Midwife • Despotism • Itinerant

Developing Comprehension • Who was Hannah Clapp and how did she support her family? • What kinds of professions in the late 1800's were considered "appropriate for a woman"? Why were they only supposed to do certain jobs? • In what other "unwomanly" jobs did she work? Discuss how this made her a modern pioneer in changing the role of women in society. • What are some of the personality traits she possessed? (Draw a personality map or profile of her.) • What is the role of a "political lobbyist"? Discuss some of the issues she might have lobbied for in the state legislature.

Working in Town: Mary Eddy Dressmaking Shop

Developing Comprehension • In the 19th century most women worked at home taking care of their households and families. How is this different from today? Why do you think there is a difference? • What kinds of things does the term "dry goods" refer? What has taken the place of dry goods stores today? Why? • Today when the word "suit" is used, it usually refers to a man's suit. How is this different from the 19th century? Why do you think this is so? • What is a "paper pattern" and how was it used? Are paper patterns still used today and if so, by whom? • How can you tell the difference between the storeowner and the customer shown in this photo? Describe the customer's fancy clothes. Why would women dress this way during hot Nevada summers? • What is "millinery"? Do most women today wear millinery? Why do you think this is so? • Draw pictures of some of the millinery styles of the 19th century. • Why were little boys dressed in dresses until they were 5 or 6 years old? If you were a little boy of 5 or 6, how would you react to having to wear a dress? What does this say about how customs have changed? • Little boys always looked forward to the day they could war their first pair of breeches. Why?

89 I| Nevada Riches: The Land and People of the Silver State

• What are some of the remnants or remains of ancient Lake Lahontan? Draw them on a map of the state.

Nevada Outside The Great Basin: Colorado River Basin

Developing Comprehension • Make a map showing the Colorado River Basin. • On a map of the state draw the courses of the Muddy River and the Virgin River. What counties are they in? Discuss how these rivers are beneficial to the people in these counties. • Why is this section of the state not part of the Great Basin?

Nevada Outside The Great Basin: Snake River Plain

Developing Comprehension • Make a map showing where the Snake River Plain is located within the Columbia River Basin. • On a map of the state trace the courses of the Owyhee and the Bruneau rivers. Through which counties do they flow?

Climate: General Explanation

Developing Comprehension • What is the difference between climate and weather? • Discuss how the climate of Nevada today is different from what it was in ancient Nevada and what caused these changes.

Climate: Ancient Weather

Developing Comprehension • When was the last ice age? • What was the Nevada landscape probably like before the Ice Age? Why? • What did scientists find in a cave in the mountains in Elko County? • What significance does this have in helping to understand Nevada history?

Native Inhabitants and the Landscape: Early Man

Previewing Vocabulary • Migrated • Provinces • Botany • Inhabitants • Topographical • Rhyolite • Gatherers • Astronomy • Tufa • Manos • Geology • Thermal • Metates • Paleontology • Tule • Zoology

Developing Comprehension • Describe the "land bridge" connecting Asia and North America. On a map draw the route the various animals took in migrating to North America. • How was the earth's surface, at one time, shaped differently than it is today? • Locate the Bering Strait on a map. • When did people start using the land bridge? • What evidence have archeologists found proving early Indians were living in Nevada thousands of years ago? • Describe the lifestyle of the early inhabitants of Nevada. I Nevada Riches: The Land and People of the Silver State I

• Write a skit, poem or song that portrays the life of Mrs. Eddy. • What one thing could "Grandma" not camouflage or hide? • Why do you think she couldn't camouflage one boy's worn out shoe?

Working in Town: Physicians

Developing Comprehension • Which occupations were listed in the 1802 Virginia City directory? • What is an oculist? • How are the equipment oculists and physicians used in the 19th century different from the kind they use today? (Research. Find and draw pictures of the earlier "tools" they used.) Describe the tool(s) used to amputate a leg or arm. What kind of "pain killer" was used to perform the operation? • Make a chart of the number of physicians in Virginia City, Carson City, Gold Hill, Silver City, Dayton, Aurora, Steamboat Springs, and Pioche. Opposite each town write its population. Now calculate the number of clients for each physician. (See Appendix for chart.) • Why do you think doctors sometimes had to work more than one job? • Is this also true today? Why?

Working in Town: Dentists

Developing Comprehension • Why was dentistry not an "appropriate profession" for a woman in the 1870's in Nevada? • How is this different for women today? • Describe how the dentist chair shown in this photo differs from the chairs used by dentists today. • What kind of instrument did these early dentists use to pull teeth? What tool do dentists use today? • Why do you think she collected specimens or samples of all the teeth she pulled? • Describe Helen Rulison Shipley's educational background. • In what other way was she not typical or like other women in the 19th century? • Write a poem or compose a song that tells the story of Helen Rulison Shipley's adult life?

Working in Town: Itinerant Work - Scissors Grinder/Organ Grinder

Developing Comprehension • What is an organ grinder? Why the term "grinder"? Why are there no organ grinders today? • How did a scissor grinder earn his living? Where are scissor grinders found today? • Which of these two types of "grinders" earned a better living? Why? • Both the organ and scissor grinders were itinerant workers. Discuss the kinds of itinerant works there are today and the types of work they do. Riches, Ranches and Railroads (1850-1900): Labor Unions

Developing Comprehension • Why were the first labor unions formed? • Why did the attempts to unionize the miners meet with strong resistance from the min owners? (Research.) • What do you think was the meaning of the union flag shown in this photo? • Do a research paper on the great labor trials in Nevada and the labor unrest created by the attempts to unionize.

90 Nevada Riches: The Land and People of the Silver State

• Choose one of the trials and conduct a mock trial of the proceedings. (Research.) • Do a debate on the pros and cons of the attempt to unionize. • What was the public feeling or reaction to the miners' unions in Virginia City, Gold Hill and Silver City? Why? • How were the miners' unions on the Comstock Lode different from others? Why? • Write an editorial for a newspaper for or against the labor unions? Give specific reasons in your editorial. This could also be the topic of a debate or Discussion Web. • What benefits do workers have today that they didn't have in the 19th century? Make a list. Why do miners now have benefits? (Some more gifted students might like to read Sally Zanjani and Guy Louis Rocha's excellent account of the trail of union men Morrie Preston and Joseph Smith, "who were used as examples to prove to the public that the union was a dangerous movement and must be crushed". The Ignoble Conspiracy: Radicalism on Trial in Nevada. University of Nevada Press, Reno, Nevada, 1988.)

Riches, Ranches and Railroads (1850-1900): Keeping the Peace

Developing Comprehension • Why were violent crimes a part of the life in the early towns and communities of Nevada? • What is meant by the statement 'Outlaws and sheriffs have often been romanticized"? Why do you think this happened? • Choose a "famous" outlaw of sheriff from the early history of the state. The students assume the identity of that person and the class asks questions to find out the person's name. • Write a "Wanted" poster of the outlaw chosen. • Write a Letter to the Editor of the local newspaper praising the merits of the sheriff.

Keeping the Peace: Badmen and Badwomen

Developing Comprehension Who was Thomas Boulton? Why was he a "wanted" man? Using the information given in the text and photo, create your own "Wanted" poster for Thomas Boulton. (Be creative and have fun!) Why do you think the majority of people who spent time in jail or prison were men? Why do you think the jury did not believe the Potts, even though Mr. Potts claimed their innocence of murder? What evidence helped to convict them? How was the body of the murdered victim, Miles Faucett, finally discovered? Why did the Potts bury Mr. Faucett's body? Why do you think Elizabeth Potts has been the only woman ever to be executed in Nevada?

Keeping the Peace: Lawmen

Developing Comprehension • Why was "the local peace officer" an important person in most Nevada communities? • Why do you think there were not more sheriffs in the early history of Nevada? • What is a Justice of the Peace and how is this different from being a sheriff? What is the role of each today? • Who was Octavius Decatur Gass and why did his ranch buildings become "impromptu courtrooms"? • What proof is there that he did his job well? • Write a Letter to the Editor praising Gass for doing a good job. • Why were local peace officers important in the early mining towns?

91 Nevada Riches: The Land and People of the Silver State

Keeping the Peace: Vigilance Committees

Developing Comprehension

• What were "vigilance committees"? Were they legal? Why? • Why don't we have these "committees" or "protective associations" today? • What is meant by the statement that mobs sometimes "took the law into their own hands"? Discuss if this same practice has occurred, and still occurs, in other states. • Why was Adam Uber a victim of mob violence? Who do you think was in the mob? • Create a wanted poster for the arrest and conviction of members of the mob. Be sure to offer a reward. Do a mock trial of some of the mob members. • Assume the role of the editor of the local newspaper and write an editorial condemning the lynching.

Riches, Ranches and Railroads (1850-1900): Work by Race and Ethnicity

Developing Comprehension • Why did people immigrate to the United States and why were their dreams of a better life often shattered? • What kinds of jobs did the immigrants have to take? Why? Discuss how this practice is still true today in Nevada. • Why were some job opportunities only open or available to certain racial or ethnic groups? • Interview your parents or grandparents about your ancestors - the country they came from and what they did there. What were some of the hardships they had or encountered when they arrived in the United States? • Construct or draw a "family tree" and present it to the class.

Work by Race and Ethnicity: Chinese Laundries

Developing Comprehension • Why did Chinese immigrants come to Nevada in the 1860's? • What are some of the occupations Chinese immigrants were engaged in? • Why do we tend to think of them as only working on "track gangs" for the railroads or as laundry workers? • Why were the Chinese regarded or seen as "industrious and frugal"? • Why was their prejudice against them? Do you think this was fair? Why? • There is still prejudice against recent immigrants to Nevada and other parts of the United States. People try to justify their point of view by saying that immigrants threaten the social, economic, and educational infrastructure of the state and the nation. Discuss how this might be true or untrue. • Why did the Chinese send money home? How is this still true today? • Research where the Chinese lived in Nevada and show or indicate this on a map of the state. • Why did so many Chinese settle in Winnemucca? • Which building in the photo do you think was the "Goss House"? Justify your answer.

Work by Race and Ethnicity: Native American Domestics

Developing Comprehension • Who were the Euro-Americans? • Discuss the lifestyle of the Native Americans prior or before the arrival of the Euro-Americans to Nevada. (See Appendix for chart.) • Discuss the changes in their lifestyle after the coming of the Euro-Americans. What jobs did they do to help earn a living for their families?

92 Nevada Riches: The Land and People of the Silver State

• What was happening in the state that made it almost impossible for them to continue their old lifestyle? Discuss how you think they must have felt about having to give up some of their "old ways". • Look at the photo on the screen and describe in detail how Suzy did the laundry for the Maute family. Describe this photo to your grandparents or someone else that lived in Nevada in the early days and find out how they did their laundry, and report your findings to the class. • Make a chart comparing these differences in lifestyles.

Work by Race and Ethnicity: Cornish Miners

Developing Comprehension Why were the Cornish miners important to the mining industry in Nevada? Why were they often nicknamed "Cousin Jacks"? Who were the "Tommyknockers" and what did they supposedly do in the mines? Why did non-Cornish miners come to believe in the Tommyknockers? Discuss why you think a large anchor is shown in this photo. Would you have believed in the Tommyknockers if you had worked deep in the mines where the timbers groaned and creaked? Why? What is the term used to describe people who believe in "good luck" and "bad luck" charms? List and discuss some of the superstitions people have today.

Work by Race and Ethnicity: Basque Sheepherders

Developing Comprehension • Before viewing this part of the CD-ROM ask the students what they already know about sheep herding in Nevada? (Do a K-W-L chart; see Appendix for chart.) Why do you think there were so many sheep in Nevada? What does it mean that the sheep were separated into "bands"? Why did the Basque move from mining to sheep herding? Describe the life of a sheepherder. List some of the dangers they faced. Would you have made a good sheepherder? Explain. How did the introduction of sheep wagons improve the life of the sheepherder? How did a sheepherder use a stove? How did they get their food? What kind of person would make a good sheepherder? List his characteristics and write a paragraph about his life. Write a poem or song describing the life of a sheepherder. Draw a mural showing the life of a sheepherder. Make a model of a sheepherder's wagon showing the exterior and interior.

F. Early 20th Century (1900-1940): Fortunes to be Made and Lost

Previewing Vocabulary • Speculators • Company town • Consolidated • High grading • Artesian well • Dry farming

Developing Comprehension • Discuss why Nevada appeared to be a "land of opportunity" for many? • Who got most of the money from the gold that was mined? Why? • What does the statement "there were fortunes to be made and fortunes to be lost" mean? • Where was oil discovered in Nevada and why was it a "tantalizing" way to earn a living, or a "fast buck"?

93 Nevada Riches: The Land and People of the Silver State

Draw these oil deposits on a map of the state. What happened to these oil deposits? Is oil still a way to earn a living in the state? Why?

Fortunes to be Made and Lost: Peter Buol

Developing Comprehension Who was Peter Buol and what were his plans for Las Vegas? Why was he successful in his land development? Why do you think he was also "successful" in politics? What is inflation and how did it contribute to his financial success? Peter sold his brother 5-acre tracts for $40 per acre. How much did it cost his brother? What was the total price of the three lots that he sold? What percentage of inflation is that? Why did he raise the price to $100 per acre? How much would one acre of land in Las Vegas cost today? (Research - contact a real estate agent.) Peter states in his letter that he had "been at it early and late". What do you think he meant by that? What does it tell you about his personality? Using clues given in his letter, construct a character web/map of Peter.

20th Century Mining: Working in Tonopah and Goldfield

Developing Comprehension • What was "high grading" and why was it an illegal practice? • Describe the ways that were used to smuggle or sneak out the stolen ore? • Which method do you think was the most effective? The least effective? Why? • Why were changing rooms constructed? • Why was this an issue in the 1906 labor strike?

20th Century Mining: Company Towns: McGill

Developing Comprehension Why do you think mining towns were established in a "random fashion"? Where were most of the mines located? What was a "company town"? Describe in detail the town of McGill, Nevada. Construct a mural of McGill. Do a Discussion Web of the advantages and disadvantages of living in a company town. Interview someone who lived in a company town and report to the class, or, ask the person to come to class and tell about living in a company town. • Why didn't the residents of McGill, or any company town, have a local government or political voice? Discuss the kinds of conflicts this created for the residents and the mine owners. How did this cause the movement for labor unions?

Fortunes to be Made and Lost: Oil Industry

Developing Comprehension • Where was the first oil well drilled and how deep was it? • Why is oil also called "black gold"? • How did companies know, or think they knew, that oil was located in a particular section or area of the state? • Describe the various efforts to drill for oil in Nevada. • What does it mean that most drilling was done on "speculation"?

94 Nevada Riches: The Land and People of the Silver State

• When and where was the first producing oil well? • Why do you think Railroad Valley was such a successful oil producing area? (Research.) • What function or purpose did the horse, shown in this photo, have in drilling for oil? • Why do you think Nevada produced more oil at the end of the 20th century than at the beginning? (Research.) • Draw or construct an oil derrick or "rig". • Once oil was discovered, it gushed or shot high into the air, as shown in this photo. How do you think the hole was capped?

Fortunes to be Made and Lost: Stock Speculation

Developing Comprehension • Before viewing this section of the CD-ROM make a list of the things the students know about the stock market. How did companies raise the capital or money for their mining activities? What is a stockholder? Why did the price of gold go up or down? What caused people from all over the world to invest in gold stock in Nevada? Discuss how and why dishonest stock promoters "salted their claims". What was the result of George Graham Rice's stock promoting activities? What do you think would have happened to Rice if he had stayed in town? Invite a stockbroker to come to class to discuss how the stock market works and how to read the stock market quotations in the newspapers. • What happens today to dishonest stockbrokers?

Early 20th Century (1900-1940): Making the Desert Bloom

Developing Comprehension • People came to Nevada with the intention or idea of making the "desert bloom". How did they do this? • What are "artesian wells"? How important are they to farming? • What was the purpose of the wagon on the right side of the photo? • How could the water from this artesian well be diverted in order to make the desert bloom?

• What is the primary source for much of the water in Nevada today?

Making the Desert Bloom: Irrigating the Land: Fallon

Developing Comprehension • Early farmers believed that all that the desert needed to bloom was water? Were they right? Give reasons. • Why was the Lahontan dam a disappointment to the people in Churchill County? • Why do you think the irrigated fields in Churchill County never lived up to the production that had been promised? What else was needed besides water to produce abundant crops? Making the Desert Bloom: Dry Farming: Metropolis

Developing Comprehension • What is "dry farming" and why did farmers start experimenting with it? • Discuss Nevada's success with this method of farming. Why was the practice later abandoned? • Invite a farmer to come to class and discuss his method of farming. Ask him to discuss the advantages and disadvantages of farming as an occupation or career. • Make your own list of the advantages and disadvantages of farming a way of earning a living.

95 Nevada Riches: The Land and People of the Silver State

Making the Desert Bloom: Building a Dam: Hoover Dam

Developing Comprehension • Why was the building of Hoover Dam such a "massive project" and the project undertaken? Why was it called a "federal project"? What was the Great Depression? (Research.) Given the way people made a living in Nevada - its economic base - do you think the state was as hard hit or devastated by the Depression as the rest of the U.S.? Why? Why not? (Research.) Why were men willing to risk their lives to work on this project? Who were "highscalers"? How much more were they paid than men who did similar work down on the canyon floor? What kind of traits or characteristics did it take to be a highscaler? Would you have done this job? Why? Why not? Invite a person who knows someone who worked on the dam to come and discuss that person's experiences. Invite an architect or contractor to come and discuss how the dam was built. There are many myths about the number of men killed and buries in the concrete during the construction of the dam. Do a research project to determine the truth around these stories.

Making the Desert Bloom: Construction Boomtown: Boulder City

Developing Comprehension • Discuss how and why Boulder City was built. • Do a research paper on some of the things outlawed or forbidden in Boulder City during the construction of the dam. • What make and year are the cars in the photo? (Research.) • What modern conveniences did many of the homes have beside the ones shown in the photo? Why didn't they have air conditioning? • Draw a mural of early Boulder City. • Do a "That Was Then/This Is Now" chart of the city. Do a side-by-side comparison of the photo of Boulder City during the construction of the dam and the city today.

Early 20th Century (1900-1940): Legislated Industry and Recreation

Previewing Vocabulary • Legislated • Initiative • Legalization • Prohibition • Residency • Buckaroos • Amendment

Developing Comprehension • Why did Nevada legalize prize fighting in the 1890's? • Why do you think most other states were lobbying to outlaw the sport? • Who, in your opinion, was right? Why? Do a Discussion Web. (See Appendix.) • What other two "businesses" were legalized in Nevada? Why? • Do a debate about the pros and cons of each business. • Do a report on the history of boxing in Nevada.

96 Nevada Riches: The Land and People of the Silver State

Boxing as Business and Recreation: Corbett-Fitzsimmons, 1897

Developing Comprehension • Where and when was the first prizefight held in Nevada? Who were the two fighters? Why was Corbett called "Gentleman"? • The fight was scheduled for 45 rounds. How does this compare with the number of rounds of a fight today? • How much money was paid to each boxer? Compare this to how much boxers make for a fight today. • Do you think they should be paid so much? Why? Why not? • What is a "solar plexus" punch? Why was it so punishing? • List the number of "firsts" this fight had. • Where is boxing still a big business in Nevada?

Boxing as Business and Recreation: Nelson-Gans, 1906

Developing Comprehension • When and where was the "Battle of the Century" fought? • Why do you think it was called that? • Who were the boxers? • Why did Joe Gans win and how much did he make? • Why do you think so many people came from all over the country to see this fight? • How did the Goldfield Daily Sun describe the events prior or before the fight? • Why do you think the editor of the paper described the residents of Goldfield as "desert rats" and "the best on earth"? • Joe Gans made twice the amount of prize money than Bob Fitzsimmons nine years earlier. Why do you think the prize money had doubled? • What make of car is shown in the photo? How is this car different from the ones shown earlier and parked outside the houses in Boulder City?

Boxing as Business and Recreation: Johnson-Jeffries, 1910

Developing Comprehension • In 1906 the fight between Nelson and Gans was billed as the "Battle of the Century". Then in 1910 the bout between Jeffrey and Johnson was billed as the "Fight of the Century". How could this be since they were both in the same century? • Why was so much interest shown in this fight? • Why did Jeffrey's trainers call the fight in the 15th round of a scheduled 45 round bout? Do you think this was fair? Why? Why not?

Divorce as Business: Corey Divorce

Developing Comprehension • Why did Laura Corey come to Reno in 1905 to get a divorce and not some other state? • Since Mr. Corey did not live in Nevada, why didn't Mrs. Corey "stay at home" and get a divorce? • Why was the New York Times critical of the divorce? • Why was the New York Times' article "good for business" in Nevada? • What does "high profile" mean? Describe how this case was good for the business of divorce in the state.

Divorce as Business: Pickford Divorce

Developing Comprehension

97 I Nevada Riches: The Land and People of the Silver State I

• Why were people critical of Mary Pickford for getting a divorce? Who was the man she wanted to marry? • Is it fair or just to say that Nevada is the "divorce capital of the U.S."? Why? Why not?

Divorce as Business: Divorce Ranches

Developing Comprehension • In order to get a divorce in Nevada a person had to become a legal resident of the state. Why? • What were the residency requirements and why do you think the state legislature changed the requirement several times? • Why were most of the people who came to Nevada for a divorce women? • How did "divorce" or "dude" ranches get their name? • What was the "frontier experience" of the ranch guests? Why was this popular with the guests? Describe how this frontier experience was totally different from the frontier experience of earlier pioneers and settlers. • Discuss how the advertisement shown in the photo could attract people to visit a dude ranch.

Divorce as Business: Gable Divorce

Developing Comprehension • Reno was once the "divorce center" of Nevada. However, that title was eventually given to Las Vegas. Why? How was divorce a profitable business in Nevada? • Research how a person gets a divorce in Nevada and present a report to the class. • Invite a lawyer or judge to come to your class and explain the process of getting a divorce in the mid-1900s. • Ria Gable came to Las Vegas to get a divorce from her husband Clark Gable. How did promoters take advantage of this? • Create a travel poster advertising the "Sunshine Sports, and Scenic Wonders" of Reno and Las Vegas. Which one had more to offer? Why?

Divorce as Business: Reno train "Divorcee Special"

Developing Comprehension • What does "divorcee" mean? Why were some trains coming from the east called "divorcee specials"? • How was the practice of quick divorces a boom or "field day" for lawyers? • Compare the train engine in the photo with how the engines look today. Why is the engine in the photo not used today for most passenger trains?

Legalized Gambling: A New Law

Developing Comprehension • Why did the state legislature pass a "wide-open gambling" law in 1931? • What effect do you think it had on the state's economy during the Great Depression? Why? • Why were casinos not allowed to operate as legal businesses prior to 1931? However, they still operated. How or why were they allowed to operate? • Why did the state legislature also pass a new lenient divorce law?

Legalized Gambling: Gambling- Pro & Con

Developing Comprehension • What is meant by "live and let live"? • How was this the "prevailing atmosphere" of the "Old West"?

98 Nevada Riches: The Land and People of the Silver State I

Who opposed legal gambling? Supported it? Make a list of the reasons given by each group and discuss their reasons. Which side would you have been on? Why? Add your reasons to the list. Choose one side of the issue and write a Letter to the Editor stating your reasons for being for or against legalizing gambling. Complete a Discussion Web (see Appendix) or do a debate on the issue of legalizing gambling. Research newspaper articles or editorials of the time. What was the prevailing attitude of a majority of the people? What was the conclusion reached by the legislative committee to consider the Initiative Petition against the new gambling law?

Do you think they were right in reaching this conclusion? Discuss.

Legalized Gambling: Hot Spots

Developing Comprehension • In the 1930's Reno was the "hot spot" for gambling. Why? • Why did Las Vegas gradually take over that "spot"? • Make a list of the clubs in each city during the 1930's. • Which ones, if any, are still there today? • Why were there no casinos in Boulder City? • How did Las Vegas benefit from the construction of Hoover Dam? • Describe the architecture or design of the Meadows nightclub shown in the photo. What is the architecture of many of the casinos today? RR and Towns: Building Them

Previewing Vocabulary • Boondocks • Hobo camps • Washboard • WPA • Shanty • CCC • Vagabond • Buckaroos

Developing Comprehension • On a blank map of the state, name and draw the routes of the various railroads in the state in the 19th century. Use a different color for each • On the map, name and draw the routes of the railroads in Nevada in the 20th century. Use a different color for each. • Why are there more or fewer railroads in Nevada today? • In addition to passengers, what kinds of things or items did the railroads carry or transport? Do the railroads carry more passengers today or more cargo? Why? • How have the railroads contributed to the economy of the state? (Research.) • Where was the town of Lovelock built? • Who was William P. Carlin and why do you think the town was named after him?

Building Them: Elko

Developing Comprehension • Why was Elko founded? What caused it to grow and prosper? • The price of an acre of land in Elko in 1869 ranged from $300 - $500. How much would you pay today for acre of land? (Consult a real estate agent.)

99 PERSONALITY PROFILE

Choose a person(s) from the section of the CD-ROM that you are viewing and write words that you think describe that person. Then, write a descriptive paragraph about the person. You may also use the profile chart to compare and contrast two or more people. Use a separate chart for each person if you are comparing more than one person.

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Main Idea Main Idea Main Idea SEQUENCE OF EVENTS CHART AND THEIR SIGNIFICANCE

Significance/Reason:

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Significance/Reason: SEQUENCE OF EVENTS CHART

The chart will help students to visualize the sequence of events about a topic or issue. These events always lead to a result, conclusion, or consequence. List the events in the order they happened or occurred and their result or consequence.

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Result/Consequence: SEQUENCE OF EVENTS

List what you think are the IMPORTANT EVENTS in a section of the CD-ROM. o H O o

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H «3 TERRITORY (THEN) / STATEHOOD (NOW)

Compare and contrast differences (facts) between Territorial Days and Statehood. Territory Statehood THE DIVIDED PAGE STUDY TECHNIQUE

Directions: As an assessment or check for understanding, write questions or terms in the left hand column that are essential to the comprehension of the section you are studying. Write the answers in the right hand column. In this technique of self-recitation, the student covers the right hand side and tries to answer the first question in his/her own words. Then the student uncovers the answer and checks. This process is continued for each question. This shows the student what needs more study and the teacher what might need re-teaching.

Questions or Term Answer

1. What event in the early 1860's was \ variously described as the Roop county war, the War of Injunctions and the Sagebrush War?

2. What unusual phenomenon in the Pahranagat Valley did 19th century western write Dan DeQuille make famous?

3. What Nevada mining town was originally named Grandpa? THE DIVIDED PAGE STUDY TECHNIQUE

Questions or Term Answer

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3. THE DIVIDED PAGE STUDY TECHNIQUE

Directions: As an assessment or check for understanding, write questions or terms in the left hand column that are essential to the comprehension of the section you are studying. Write the answers in the right hand column. In this technique of self-recitatioq the student covers the right hand side and tries to answer the first question in his/her own words. Then the student uncovers the answer and checks. This process is continued for each question. This shows the student what needs more study and the teacher what might need re-teaching.

Questions or Term Answer

1. What agricultural community is the j oldest town in eastern Nevada?

2. What short-lived Nevada mining town's economy was based on marble rather than gold or silver?

3. What was the first high-rise hotel/casino built in Las Vegas? I THE HISTORY OF NEVADA

TICKET OUT THE DOOR

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Using this rating scale with each section or subsection of the CD-ROM will give the teacher an idea of how well the students know and understand the vocabulary included there. The teacher will know just how much vocabulary needs to be pre-taught.

Vocabulary Word Know It Well Have Heard or Not A Clue Seen It VOCABULARY WEB

As you read the text accompanying the images in the CD-ROM there may be words that you don't know, or not sure of, in addition to the one listed in the Study Guide. Keep a list of these words as you read the text. Write one word in the center box or rectangle. Then write one idea in each of the outside boxes that will help you remember the meaning of the word. Add additional ideas about the work as you view the images.

Idea Idea

Idea Idea Vocabulary Word Map

The constant use of this chart throughout the CD-ROM will help students increased their vocabulary and, consequently, their comprehension. S3 W "3 DJD be

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