Geography—Student Handout

Home , Geography of Colorado, Plano cultures

Name Date Geography—Student Handout

Scavenger Hunt through the Maps directions: You are going to complete a scavenger hunt through the maps. With a partner or in a small group, read the second paragraph in Geographic Tools on pages 4–5 in Discover Colorado. Answer these questions using the maps in this section.

1. Which direction would you go if you drove from Sterling to Steamboat Springs?

a. Which map did you use to find this information?

b. What tools did you use to get this information?

2. About how many miles is it from Colorado Springs to Fort Collins?

a. Which map did you use to find this information?

b. What tools did you use to get this information?

Geography Stand-Alone Lesson 3. What city is located at about 38° North and 104° West?

a. Which map did you use to find this information?

b. What tools did you use to get this information?

4. You are planning a road trip from Denver to Grand Junction to Durango and back to Denver. What roads would be the fastest route?

a. From Denver to Grand Junction?

b. From Grand Junction to Durango?

c. From Durango to Denver?

d. About how many miles is the whole trip?

e. What map(s) did you use to answer these questions?

f. What tools did you use to answer these questions?

5. At about what latitude and longitude is Craig, Colorado, located?

a. What map did you use to find this information?

b. What tools did you use to get this information?

Geography Stand-Alone Lesson Name Date Chapter 1 — Student Handout 1

BECOME A GEOGRAPHER!

Geographers study the world and how everything in the world is connected. Geographers are different from historians, anthropologists, or economists because geographers include space in their study. Not space as in “outer space,” but space as in where things are located. One way geographers study space is to begin by asking questions. They may start out by asking, “Where are the Rocky Mountains located?” Once they find the answer, the bigger question is, “Why are they located there?” You are going to become a geographer starting by asking/ answering geographic questions using the maps in chapter 1.

Look at the maps located in chapter 1 of the textbook and answer these questions.

1. What states border Colorado?

2. What region is located in eastern Colorado?

3. In what mountain range does the Colorado River begin?

4. In what direction does the Colorado River flow?

The previous questions are basic locational questions. Let’s now try to answer more complex questions. Notice that these questions don’t begin with “what.”

1. Why do you think many cities are located next to the mountains (along the Front Range)?

Chapter 1: Regions of Colorado 2. Why do the Rocky Mountains not stop at the Colorado border?

3. How do you think a lot of people who live in eastern Colorado make a living?

4. How do you think the climate in the mountains impacts the plants and animal life?

Now it is your turn. With your partner, come up with FOUR geographic questions you could ask your peers using the Colorado maps in chapter 1. Use these sentence starters to help.

1. Where is ______located?

2. Why is ______located there?

3. Why . . . ______

______

4. How . . . ______

______

Switch papers with another pair and see if you can answer their questions while they answer yours.

Chapter 1: Regions of Colorado Name Date Chapter 1 — Student Handout 2

Regions of Colorado Describe the geography Describe where of the region (for Draw a sketch or in Colorado this example, landforms, Describe the climate a symbol that best Region region is located waterways) of the region represents this region The High Plains

The Piedmont

Chapter 1: Regions of Colorado Describe the geography Describe where of the region (for Draw a sketch or in Colorado this example, landforms, Describe the climate a symbol that best Region region is located waterways) of the region represents this region The Mountains and Parks

The Western Plateaus

Chapter 1: Regions of Colorado Name Date Chapter 1 — Student Handout 3

ADVERTISEMENT FOR THIS REGION

You are an advertising agent. Your job is to create an advertisement encouraging people to move to your region. What is your region like? Why would someone like living there? Using the box below, draw a picture, use short descriptions, and create symbols that would encourage settlement in your region. Under the advertisement, write a paragraph describing the geography of your region. Be sure to use a topic sentence and supporting details in your paragraph.

Region ______

Chapter 1: Regions of Colorado Name Date Chapter 1 — Student Handout 4

MAP MAKING

directions: With your group, create a map of Colorado’s regions in the space below. Be sure to include this information on the map: • Title of the map • Four main urban areas (cities) • Four main regions • Compass rose • Major rivers (South Platte, Arkansas, • Key Rio Grande, and Colorado)

TITLE ______

Chapter 1: Regions of Colorado Name Date Chapter 1 — Student Handout 5

CHAPTER 1 PERFORMANCE ASSESSMENT: SALT DOUGH RELIEF MAP Expectations

You are going to create a Salt Dough Relief Map of Colorado, as well as write a short essay about the four regions in Colorado. Your salt dough map should include: ✓ Cardinal directions written with thin-line black markers either at the edges of the map or on a Compass Rose in one of the corners ✓ Four regions indicated by the molding of the dough • High plains—flat • Piedmont—slightly elevated at the eastern edge of the mountains and forming the South Platte and Arkansas River Valleys • Mountains—peaks and valleys; four mountain parks—flat • Plateau—higher than the plains, with mesas rather than mountain peaks ✓ Four regions painted with light washes of watercolors: • High plains—light yellow • Piedmont—light green • Mountains and valleys—light blue (high mountain peaks left white, if desired); four mountain parks—flattened, medium blue • Plateau—light orange ✓ Major rivers drawn in with thin-line black markers and labeled • South Platte • Arkansas • Rio Grande • Colorado ✓ At least four major cities anywhere in Colorado, indicated by a red dot and labeled

Chapter 1: Regions of Colorado Writing Prompt

How are Colorado’s regions different from one another? Write a short essay (two to three paragraphs) answering the previous question. Be sure to use topic sentences and specific details to support your answer. Use at least five of the key vocabulary words from this chapter in your writing. Refer to the grading rubric when writing your responses.

SALT DOUGH RECIPE (makes enough for one student)

Bowl 2 cups flour 1 cup salt 2 tablespoons cooking oil ¾ cup water

1. Mix the flour and salt together in a bowl. 2. Add the oil to the water. 3. Pour the water mixture slowly into the flour mixture, kneading with your hands until it becomes soft and doughy. If it is sticky, add more flour. If it is dry, add a little more water. You should be able to form mountains and valleys that hold their shape with your dough. This dough does not need cooking. Just place it in a little plastic bag so it will remain pliable for the project.

Chapter 1: Regions of Colorado Name Date Chapter 2 — Student Handout 1

LIFE ZONE PREDICTIONS directions: With a partner, you are going to predict where these five zones are located in Colorado by analyzing satellite or aerial images. ✓ Read the descriptions of the life zones below. ✓ Choose five colored pencils and decide which color will represent each of the life zones. Color in the key to the map to show these colors. ✓ Using the images projected in the classroom, predict where you might find these life zones in Colorado, and color in the map. ✓ Brainstorm with your partner why you think these life zones are located where they are, and finish the sentence starters below. Description of the Life Zones of Colorado

• Grasslands (below 5,000 feet in elevation): Buffalo grass and few trees • Shrub and Woodland (5,000–6,000 feet in elevation): Grass, low trees, and woody plants • Montane Forests (6,500–9,000 feet in elevation): Some pine and aspen trees • Subalpine Forests (9,000–11,000 feet in elevation): Tall trees and some meadows • Alpine Tundra (above 11,000 feet in elevation): Small grasses/plants and no trees

Chapter 2: Colorado Life Zones Why There? After you complete the map predictions with your partner, finish these sentences.

We think the grasslands are located where we put them on the map because ______.

We think the shrub and woodlands are located where we put them on the map because ______.

We think the montane forests are located where we put them on the map because ______.

We think the subalpine forests are located where we put them on the map because ______.

We think the alpine tundra is located where we put it on the map because ______.

COLORADO LIFE ZONE PREDICTIONS

Chapter 2: Colorado Life Zones Name Date Chapter 2 — Student Handout 2

SO, WHAT DO THESE LIFE ZONES LOOK LIKE?

You are going to focus on one of the five life zones in Colorado. What does it look like? What lives there? Where is it located? You are going to answer these questions through pictures.

Directions

Using computer images, magazines, and your own drawing talent, you are going to create a collage of your life zone. You must include at least three images of the following:

a The landscape or landforms a The animals a The plants

Be sure to label all of the images as well as put a title on the collage (perhaps the name of the life zone).

Final Product

Your final product will be an 8½-inch × 11-inch sheet of paper with pictures from that life zone. You should include pictures that show the landscape/landforms, plant life, and animal life located there. Be sure to have a title, and label each picture. Your pictures can be cut and pasted from the Internet or magazines, and you could use your own drawing to add to the collage. If you are printing your collage in black and white, you might want to color in the pictures using colored pencils. Be prepared to share your collage with your peers.

Chapter 2: Colorado Life Zones Name Date Chapter 2 — Student Handout 3

Location Common Plants Common Animals Grasslands

Shrub and Woodland

Montane Forest

Subalpine Forest

Alpine Tundra

Chapter 2: Colorado Life Zones Name Date Chapter 2 — Student Handout 4

GET IN THE ZONE GAME

directions: You and your partner are going to create 25 game cards for this game. You should have five cards for each life zone. Your job is to write words and phrases or draw a picture of an aspect of one of the life zones on each card. For example, you might draw a picture of a pika on one card, or you might write “above 11,000 feet.” Either way, this card would be put in the “Alpine Tundra” pile.

a Create 5 cards for each life zone (25 total). a Mix up the cards. a Exchange cards with another team. a Try to sort the cards into piles based on life zones. a See how quick and accurate you can be!

Alpine Tundra

Subalpine Forests

Montane Forests

Shrub and Woodland

Plains Grassland

Chapter 2: Colorado Life Zones

Name Date Chapter 2 — Student Handout 5

CHAPTER 2 PERFORMANCE ASSESSMENT

You have always wanted to be a reporter for a travel show on television, and you were just offered your dream job. Your first assignment is to write a script describing your travels throughout Colorado and the different life zones you experienced along the way. You must include these points in your script: ✓ Description of the plants and animal life in each life zone ✓ Location and elevation of each life zone ✓ The landscape you saw in each life zone ✓ Explain how the animals and plants are different from one life zone to the next ✓ Use some of the key vocabulary words from the chapter

Make sure you fully answer the Focus Question for this chapter: How are plant and animal life different from one Colorado life zone to another? You might want to start your script like this:

Hi, I’m ______and I am excited to be here tonight to tell you about my travels throughout Colorado. When traveling in Colorado, it is very interesting to see how the animals, plants, and landforms are so different from each other in different regions. Within hours, you can drive from one life zone that gets very little rain and in which only small bushes grow to a mountainous region where huckleberries grow on the ground because they get over 40 inches of precipitation a year! Tonight I am going to bring these life zones to life for you. So sit back, relax, and enjoy as I take you on a tour of the life zones of Colorado . . .

Chapter 2: Colorado Life Zones Name Date Chapter 3 — Student Handout 1

PALEO-INDIAN TRADING CARDS directions: You are going to create three trading cards, one for each Paleo-Indian culture group.

a First, read about the Clovis, Folsom, and Plano cultures. a Fill in the first column of your graphic organizer. Answer the question, What do we know about these cultures? a Take out three index cards. a On one side of each card, write the culture group name (Clovis, Folsom, or Plano).

Chapter 3: Early Hunters of Colorado a On the other side of the card, draw at least one artifact (such as stone points, bones, blades, scrapers, needles) that has been found and is from that culture. Below the drawing, describe what that artifact tells us about that culture group.

Chapter 3: Early Hunters of Colorado Name Date Chapter 3 — Student Handout 2

BECOMING AN ARCHAEOLOGIST

Part 1: You and your group members are archaeologists who just discovered a site where there appear to be some bones and artifacts. As you begin to excavate the site, you realize that these artifacts belong to one of the earlier hunter-gatherer groups in Colorado. Your job is to re-create these artifacts, label and describe each artifact, and explain what clues these artifacts give us about the people who inhabited the area.

DIRECTIONS

1. Read your assigned section from the textbook. 2. Complete the notes in the appropriate column in your graphic organizer. 3. Each member of the group must choose one artifact to re-create. Try to vary the artifacts so there is a variety (weapons, points, stone tools, animal bones, pottery, grinding stone, sketches of home structures, and similar items) rather than several of the same type of artifact. 4. Find a creative way to make this 3-D artifact. Use whatever materials are available to you to create the artifact. Some possible suggestions are clay, soil, grasses, twine, rock, paper, cardboard, and similar materials. 5. Fill in and cut out the label at the bottom of this page. Using string or twine, attach this label to your artifact. 6. Put your artifact, along with your group members’ artifacts, into a box. This box will be opened and examined by the other two groups.

Label: Name the artifact, describe the artifact, and explain what it tells you about the culture group. If needed, make notes about its proximity to other artifacts. For example, if you discovered a stone point, was it next to anything of significance (like animal bones, structures, or other artifacts)?

Chapter 3: Early Hunters of Colorado Chapter 3: Early Hunters of Colorado Part 2: Which culture is it? Analyze the other two groups’ artifacts. Take each artifact out of the box, read the label, and take notes in the table below. Then, using the textbook as a reference, try to figure out which culture group each group of archaeologists discovered.

Choose at least three artifacts to analyze. Explain the clues these artifacts give us about Describe each artifact. the culture: What did they eat? How did they live?

Group ____

I think Group ______is ______culture group because . . .

Chapter 3: Early Hunters of Colorado Name Date Chapter 3 — Student Handout 3

ADAPTATIONS

Complete the Adaptations flowchart to help you answer the Focus Question: How did hunter-gatherers respond to changes in the environment?

Chapter 3: Early Hunters of Colorado Name Date Chapter 3 — Student Handout 4

CHAPTER 3 PERFORMANCE ASSESSMENT Annotated/Illustrated Time Line directions: Using the elongated paper, create an annotated and illustrated time line about the early hunter-gatherers in Colorado. For each of the required cultures, include an illustration to help the reader understand the culture AND an annotation describing how the culture was impacted by the environment. Refer to the example at the bottom of the page.

Requirements: ✓ Title for the time line ✓ One illustration for each culture of an artifact or picture that shows an aspect of the culture ✓ One annotation for each culture describing how the culture was impacted by, and adapted to, the environment ✓ Required cultures: • Clovis • Folsom • Plano • Archaic Period • Plains Woodland • Upper Republican • Apishapa

Chapter 3: Early Hunters of Colorado Name Date Chapter 4 — Student Handout 1

PICTOWORDS

What are pictowords? Pictowords are combinations of a word, letters, and pictures to represent the meaning and definition of a word or a phrase. How do I create a pictoword?

1. Think about the given word or phrase. Write down all the details, examples, and specific concepts linked to that word. 2. Look at the letters in the word or phrase. How could you make those letters into symbols or pictures that would help to describe the word or phrase? 3. Create your pictoword! See example below:

This is a pictoword for “Mesa Verde.” Notice the green table over Mesa Verde. The word actually means “green table.” Notice the ladders in the “M” used to get to some of the dwellings. Notice the coiled “a” representing coiled pots. Notice the intricate designs on the “V” representing the pottery found in that area.

Now it is your turn! Create a pictoword for Ancestral Puebloan

Chapter 4: Basketmakers and Pueblo Dwellers Name Date Chapter 4 — Student Handout 2

Ancestral Puebloan Graphic Organizer

Basketmaker Modified Basketmaker Developmental Pueblo Great Pueblo Time Period

Food They Ate

Tools They Used

Description of Houses and Buildings

Clothing

Interesting Facts

Symbol to Represent These People (once you learn about this group, create a symbol that represents them)

Chapter 4: Basketmakers and Pueblo Dwellers Name Date Chapter 4 — Student Handout 3

Interview Questions for the Basketmaker Period Group

1. What aspects of the 2. Why are you called 3. When did your 4. How do you spend a natural environment do the “basket people”? civilization live in the typical day? you use for clothing? Four Corners area?

5. What tools do you 6. How do you use 7. What are some 8. Where do you live? use for hunting? Why baskets to make your methods you use to What is it like there? those tools? life easier? cook things?

9. What are your houses 10. How are you able to 11. What do you wear? 12. Why are your shoes like? transport water to places so important to you? not near the river?

13. What do you eat? 14. How are you able 15. How do you build a 16. What is it like living to make your baskets pithouse? in a pithouse? waterproof?

17. Why do you think 18. What is animal 19. Do you grow your 20. How do you stay you are taller than the sinew, and why is it own food or gather it? warm in the winter? Pueblo Dwellers, your important to make ancestors? tools?

Interview Questions for the Modified Basketmaker Period Group

1. What time period did 2. How do you build 3. Describe how your 4. How does the you live in? your pithouses? pithouses are laid out. construction of your pithouses impact your life?

5. Why is the size 6. What are some tools 7. How are you able to 8. Why did you start to of your house an you use? get corn? Where does use clay pots? indication of how it come from? much time you spend in it?

9. How do you spend a 10. How do the pithouse 11. What do you 12. What is the point of typical day? walls impact your life? typically eat? the antechamber?

13. Why is corn so 14. How has farming 15. What are some 16. Why are you able to important to you? changed your life? disadvantages of using use more clay pots and clay pots? fewer baskets?

17. How has trade 18. Why is one area 19. Do you think life 20. What are some tools impacted you? in your pithouse is easier for you now you wish you had that dedicated as a than it was when your would make your life “grinding area”? ancestors lived there? easier? Why/why not?

Chapter 4: Basketmakers and Pueblo Dwellers Interview Questions for the Developmental Pueblo Period Group

1. What time period did 2. What are pueblos? 3. Why did you leave 4. Describe what it is you live in? your pithouses? like living in the one- story apartments.

5. What do you do in 6. Describe what you do 7. What is a kiva? 8. What are kivas used your apartments? in your courtyards. for, and how do you get into one?

9. What do you eat? 10. Describe how the 11. What kind of 12. Describe what a lot seasons impact your pottery do you make? of your pottery looks work schedule. like.

13. What are some tools 14. What do you wear? 15. How has cotton 16. What do you trade you use? impacted your lives? and with whom?

17. What are 18. Why do you use 19. Why were most 20. To avoid fires, what cradleboards? cradleboards? pithouses destroyed by did you do? fire?

Interview Questions for the Great Pueblo Period Group

1. What time period did 2. Describe your pueblos. 3. Why did you build 4. Describe the Far View you live in? your first pueblos on House. top of mesas?

5. What do you eat? 6. What is a reservoir? 7. Why did you build a 8. How does the storage reservoir? of water impact your life?

9. What are some 10. Describe the Cliff 11. How were you able 12. What is it like living reasons why you might Palace. to build Cliff Palace? in Cliff Palace? have moved from the mesas and into the cliff dwellings?

13. How does trade 14. How are you able 15. Why did you 16. Who are the impact your life? to build multistory choose to live in the Fremont people? buildings? cliff dwellings rather than stay in the communities on top of mesas?

17. What is your 18. How do long periods 19. What do you use for 20. How is the lack of connection with the of dry weather impact fuel for your fires? nearby fuel impacting Fremont people? you? your life?

Chapter 4: Basketmakers and Pueblo Dwellers Name Date Chapter 4 — Student Handout 4

THEN AND NOW

How has life changed for the Pueblo people over the last 1,400 years? In the boxes below, create an illustration for each of the time periods. Be sure to show how life changed for the Ancestral Puebloans, and complete the sentence starter below the illustrations.

Chapter 4: Basketmakers and Pueblo Dwellers Name Date Chapter 4 — Student Handout 5

PERFORMANCE ASSESSMENT: A DAY IN THE LIFE

directions: You are going to write four diary entries about a day in the life of a person living in each of the four historical periods. Each diary entry should be at least one solid paragraph. You can be creative and write from a variety of perspectives—an elderly person, a man, a child, and so on. Be sure to use specific details and examples to describe what your life is like. Specific expectations for each entry are found next:

a Diary Entry 1: You are a person a Diary Entry 3: You are a person living during the Basketmaker living during the Developmental Period. Describe a specific day in Pueblo Period. Describe a specific your life. Be sure to include details day in your life. Be sure to include about what you do during the day, details about what you do during what your house is like, what you the day, what your house is like, eat, and how you live. what you eat, how you live, and how your life is different from that of a Diary Entry 2: You are a person your Basketmaker ancestors. living during the Modified Basketmaker Period. Describe a a Diary Entry 4: You are a person specific day in your life. Be sure to living during the Great Pueblo include details about what you do Period. Describe a specific day in during the day, what your house is your life. Be sure to include details like, what you eat, how you live, and about what you do during the day, how your life is different from what your house is like, what you that of your ancestors. eat, how you live, and how your life is different from that of your Developmental Puebloan ancestors.

As you write your diary entries, make sure that somewhere in your entries you address the Focus Question for chapter 4: How was the Pueblo Dwellers’ way of life different from that of the hunter-gatherers?

Chapter 4: Basketmakers and Pueblo Dwellers Name Date History — Student Handout

ANALYZING PRIMARY RESOURCES

Look at the primary resources included in this section. For each resource, answer these questions in your notebooks. 1. What are your first impressions of this resource?

2. Describe the resource. Is it a document, newspaper, advertisement, journal, photograph, other?

3. Is there a date on the resource? If so, what is it?

4. Are there any clues that might tell you about who wrote it or created it?

5. Are there any clues that might tell you why it was written or created? Who was it intended for?

6. Write down two questions you have about the resource:

a. ______

b. ______

7. How might you find out the answers to those questions?

8. What does this resource tell you about the time period or event?

History Stand-Alone Lesson Name Name Date Chapter 5 — Student Handout 1

THE UTES’ WAY OF LIFE ROLE-PLAY PART 1

Your group is going to read about what it was like to be a Ute Indian. Then you are going to write a script and perform a skit for the rest of the class that shows what life was like for the Utes. Before you begin, go over these roles. All group members will be actors, and each person in your group needs to take on one of these roles: ➢ Director: Your job is to make sure that all group members are doing their jobs and getting things done. It is up to you to make sure that everything is completed on time. If that means you need to jump in and help any other person with their role, you will do that. You will also give directions to the actors when you begin practicing the skit. You may have more than one director.

Student(s)’ name(s): ______

➢ Writers: Your job is to help write the script for the skit. All of the other group members will contribute ideas, but your smaller group of writers will actually write the dialogue. Keep in mind that you need to include all of the main points from your reading. Your audience should understand from your dialogue what life was like for the Utes. You should have at least three or four writers.

Students’ names: ______

➢ Editors: Your job is to help edit the script. The writers will begin writing the script, and you should take their work and make sure the grammar is correct and that it makes sense. You might have to ask the writers to add more details about a certain topic to make sure the audience understands all of the main points of the reading. You should have at least two editors.

Students’ names: ______

➢ Props, Costume, and Set Managers: Your job is to help think of the props and costumes that can be used for the skit. You should begin making these items using materials available in the classroom. Before you begin making the props/costumes, be sure to tell your writers what you think the main ideas of the reading are and what props/costumes you want to include. You should have at least two managers.

Students’ names: ______

Chapter 5: The Ute Indians THE UTES’ WAY OF LIFE ROLE-PLAY PART 2 directions: Use this concept map to help your group determine the main ideas of the reading and the details that support the reading. You may add more than two details, if you can.

Now that you have read the assigned section, you are going to write a script about the main ideas and details from your reading. Your skit should show the audience what your assigned reading is about and what life is like for the Utes. All members of the group are going to be the actors, so make sure you write dialogue that incorporates enough characters for the whole group.

Chapter 5: The Ute Indians Name Date Chapter 5 — Student Handout 2

THE UTES’ WAY OF LIFE ROLE-PLAY — GRAPHIC ORGANIZER directions: Fill in the graphic organizer while you are watching the skits. If you have questions about the content, you can ask the actors at the end of the performance. Main Ideas Supporting Details Questions You Have The Search for Food

Clothing and Shelter

Family, Community Life, and Government

Utes Today

Chapter 5: The Ute Indians Name Date Chapter 5 — Student Handout 3

INQUIRY QUESTIONS What makes a good inquiry question? ➢ You do not know the answer. ➢ It does not have just one simple answer. There could be multiple answers. ➢ The question is reasonable but not obvious. It is reasonable, meaning that you can find an answer through research, and it is not obvious, meaning that the answer can be complex. ➢ A good inquiry question will often take you a while to answer and may even lead to other questions. ➢ It is open-ended, beginning with words like “what,” “why,” or “how.”

Practice writing your own inquiry questions: Using your notes from Lesson 1 and the textbook, write three inquiry questions you have that are about the impact horses had on the Ute Indians. Try to write questions that require research beyond the textbook. Here is an example:

Why did the Ute Indians live in larger communities after they had horses?

That is a good inquiry question because it is open-ended, there is not just one simple answer, and it can lead to other questions. Now you try (remember to focus the questions on the impacts horses had on the Utes):

1. ______

______

2. ______

______

3. ______

______

Chapter 5: The Ute Indians Name Date Chapter 5 — Student Handout 4

INQUIRY QUESTIONS AND RESEARCH directions: You and your partner are going to choose ONE inquiry question that one of you wrote. You are going to research this question, take notes about the question as you research, and then write a one-paragraph answer to the question. You can use the Internet or books found in the library as resources to answer this question.

Inquiry question: ______

______

Notes Source: Where did you find this information? Notes that will help you answer the inquiry question

On the back of this handout or on a separate sheet of paper, write one paragraph to answer your inquiry question.

Chapter 5: The Ute Indians Name Date Chapter 5 — Student Handout 5

BEFORE AND AFTER HORSES MURAL directions: Your group is going to create a mural that shows what life was like for the Utes before and after they had horses. Complete these steps with your group: 1. Make two lists. One list should include what life was like before the Utes had horses. The second list should include what life was like after the Utes got horses. Be sure to include information about food, clothing, shelter, family, and community life. 2. Get a large sheet of butcher paper and poster paints from your teacher. 3. Draw a line down the center of the butcher paper and clearly write the titles “Before Horses” and “After Horses” at the top. 4. Create a mural that shows what life was like before and after horses. Be sure to include as many details as you can. You can use your lists, textbook, and notes to help you.

Chapter 5: The Ute Indians Name Date Chapter 5 — Student Handout 6

HISTORICAL JOURNALS — PERFORMANCE ASSESSMENT

You are going to write four historical journal entries about what life was like for the Ute Indians before the introduction of horses and after they had horses. You should have two entries describing life before horses and two entries describing life after the introduction of horses. Follow these points in writing your entries: ➢ Should be at least one solid paragraph, if not more. ➢ Should be descriptive. You can create a fictional character who is writing the journal entries or choose a real Ute Indian. Use descriptive language to write the entries— think about the five senses. What did it feel like? Smell like? What could you hear and even taste? Was life easier? Harder? Try to put yourself in that Ute Indian’s shoes. ➢ Make sure you include descriptions of food, clothing, shelter, family, community, and other ways of life. ➢ Use the graphic organizer, textbook, and notes to help you with this project.

Chapter 5: The Ute Indians Name Date Chapter 6 — Student Handout 1

WHO ARE THE PLAINS INDIANS?

After you read the first section of chapter 6, fill in the blanks in the annotated time line about the Plains Indians. On the left, make a sketch for each of the events.

Chapter 6: The Plains Indians Name Date Chapter 6 — Student Handout 2

SEVEN STARS IN THE SKY: A CHEYENNE STORY directions: Read this pour quoi tale. It is an old Cheyenne story. As you read the story, think about why this is a pour quoi tale and how the people felt about the buffalo (bison).

A long time ago a man and his wife and their little girl lived in a big village in a valley. The little girl was very smart, and when she started to grow up, her mother began to teach her how to make beautiful clothing and blankets from deerskin. The little girl learned how to decorate the things she made with porcupine quills. She did this so well that all the people in the village would come to watch her work, and they all said that she was the best worker in the village. One day the girl began to make a set of buckskin clothing for a man. It took her a long time because she decorated each piece in dyed porcupine quills with her best patterns. When she had finally finished this outfit, she began another. Finally, she had made seven sets of clothing. Then she told her mother and father that she knew of seven brothers who lived together a long way from the village. The girl said she was going to live with the brothers since she had no brothers or sisters of her own. She said that someday the seven brothers would be known to all the people on the earth. Her parents did not try to stop the girl from going away, but her mother said that she would go with her daughter part of the way and help her carry the clothes. They set out the next morning, and when they reached the trail that led to the home of the seven brothers, the mother turned around and

Chapter 6: The Plains Indians went home. The girl continued on her way until she came to the lodge of the brothers. Only one of the brothers was at the lodge. He was the youngest. He told the girl that the other brothers were hunting and would be back when the sun went down. Then the girl gave the smallest outfit of clothes to the young boy, and he dressed in them. He liked them very much because of the beautiful porcupine quill designs. The girl unwrapped the rest of the clothing and placed one set on each of the beds of the absent hunters. Then she cooked the evening meal. When the older brothers came home they were surprised to see the youngest boy all dressed up in fine clothing. The girl explained that she had come to live with them and be their sister. All the young men were very happy with their new clothing and with having a sister who cooked the evening meal so well. They all lived happily together for a while. One morning when the older boys were hunting as usual, a yellow buffalo came running up to the teepee. The youngest boy

Chapter 6: The Plains Indians asked the buffalo what he wanted. The buffalo explained that he had been sent by the rest of the buffaloes and that he was to take the girl back with him. The youngest boy said that the buffalo could not have the girl, and he explained that his brothers were off hunting and that the buffalo must come back when they returned. The little buffalo ran away, but pretty soon a bigger buffalo appeared. He told the youngest boy that the buffaloes had sent him to get the girl and take her back with him. Again the boy said that the buffalo could not have the girl and again he explained that his brothers were off hunting. This bigger buffalo also ran away. In a little while a huge old buffalo appeared. The buffalo said that if the youngest boy would not let the buffaloes have the girl, the whole herd would come after her, and all the brothers would be killed. Again the boy refused to let the buffalo have the girl, and the buffalo ran off. Pretty soon the older brothers returned from their hunt, and the youngest brother told them what the buffaloes had said. Even as he was telling his story, the brothers heard a rumbling and then they saw a big herd of buffalo running right at their teepee. Now the buffaloes did not know that the youngest brother had special powers. When he saw the buffaloes coming toward the teepee, he grabbed his bow and shot an arrow to the top of a nearby tree. When the arrow hit, the tree began to grow until the top was almost out of sight. Quickly the brothers and the girl climbed the tree until they were high up and away from the buffaloes on the ground. The buffaloes were very angry and began to butt at the tree trunk. The oldest and strongest buffalo hit the tree four times with his horns, and the fourth time the tree began to sway and fall down.

Chapter 6: The Plains Indians The youngest brother grabbed his bow again, and this time he shot an arrow up into the sky. The boys could not see the arrow, but the tree began to grow upward after it. When the tree-top hit the sky, the brothers climbed out of the branches and turned into stars. They can be seen at night. The Cheyenne call them the seven stars. The white people call them the Big Dipper. No one knows what happened to the girl who could sew so well.

Adapted from “Possible Sack and Her Brothers,” by George Bird Grinnell, in By Cheyenne Campfires (New Haven, CT: Yale University Press, 1926), pp. 220–30

Chapter 6: The Plains Indians Chapter 6 — Student Handout 3

MUSEUM EXHIBIT TOPICS directions: You are going to create a display for your class museum exhibit on the Plains Indians. Choose one of these topics to focus your research and display. 1. What was it like to go bison hunting without horses (before the Plains Indians had them)? 2. What was it like to go bison hunting with horses? 3. Who was involved in the bison hunts, and what were their roles? 4. How was the meat cooked or treated? Who was involved in this? 5. What was done with the rest of the bison, not just the meat? 6. What was life like for the women in the villages? What did they do? 7. What was life like for the men in the villages? What did they do? 8. What was life like for the children in the villages? What did they do? 9. What was clothing like for the Plains Indians? 10. How did they tan bison hides? What did they do with them? 11. How did they make shelters with bison hides? 12. How did they use the horses and travois to move homes and villages? 13. What were raids on the Spanish villages like? 14. What were some of the stories they told around the campfire that help us understand their way of life? 15. What was the layout of a Plains Indian village like? 16. What were the military societies in the tribes? What did they do? 17. What were the tribal religious ceremonies like? 18. What did the tribal government and band leaders do? How did they make rules? 19. What was the geography of eastern Colorado like? How did the Indians adapt to the natural environment? 20. What was their food like? You might consider making some dishes using recipes they might have used and sharing them with the class.

Chapter 6: The Plains Indians Name Date Chapter 6 — Student Handout 4

MUSEUM DISPLAY EXPECTATIONS

You are going to become a museum curator, and your job is to create a display about your chosen topic. This display will be included in your class museum exhibit on the Plains Indians. You can be as creative as you want with your display, but be sure to include a paragraph describing the display. You might also want to include captions, quotations, maps, time lines, and similar information to help others understand your topic. Here are some display suggestions: ➢ A 3-D diorama ➢ A PowerPoint presentation that your peers can click through to learn about your topic ➢ A poster presentation ➢ A collection of primary sources—such as photographs, letters, newspapers, quotations, and similar items ➢ Mannequins to show the kinds of dress ➢ Video production ➢ Audio presentation ➢ Others?

Expectations: You must include these items in your display: ✓ Title of the display ✓ Curator’s name(s) ✓ Typed paragraph describing what your display is about ✓ Captions

Chapter 6: The Plains Indians Name Date Chapter 6 — Student Handout 5

MUSEUM DISPLAY NOTE TAKING

Now that you know what you are going to research and the expectations for the display, it is time to begin researching. Begin by skimming chapter 6 in your textbook, Discover Colorado, for any information you can use in your display. As you skim, fill out the first row of the chart below. When you have gathered as much information from the textbook as you can, you can begin research using other sources. These sources can be books, magazines, and the Internet. Be sure to use this chart to help organize your research. Source Details that help answer your question and understand your topic Source 1: Discover Colorado textbook

Source 2:

Source 3:

Source 4:

Chapter 6: The Plains Indians Name Date Chapter 6 — Student Handout 6

MUSEUM EXHIBIT ANALYSIS

As you go around and look at the displays in the exhibit, take notes in this chart. This will help prepare you for the performance assessment. Curator What details help you understand Display title (student name) Describe the display the way of life of the Plains Indians?

Continue on the back, if necessary.

Chapter 6: The Plains Indians Name Date Chapter 6 — Student Handout 7

MUSEUM REVIEW: PERFORMANCE ASSESSMENT

You are a reviewer for the local newspaper. Your job is to write a review of the class exhibit on the Plains Indians. You need to write an article that reviews this exhibit and educates readers about the Plains Indians and the impacts that hunting bison had on their cultures. You should include these items in your review: ➢ Title of the review. ➢ A description of some of the displays. ➢ How the displays help the museumgoer understand how hunting bison on horses changed the Plains Indians’ cultures. ➢ You could include some positive impressions of the displays. Please do not criticize any of the displays. ➢ The eviewr should be at least three paragraphs long. You might want to structure it with an introduction to the exhibit, the body paragraph describing the displays and how they answer the Focus Question, and the concluding paragraph encouraging readers to go see the exhibit. ➢ Review the rubric so you know how you are graded.

Here is a suggestion on how you might want to begin the newspaper review:

What do tepees, cradleboards, and bison have in common? They were all part of the lives of the Plains Indians. I just visited an interesting museum exhibit on the Plains Indians and left with a greater understanding of how the cultures of these Indian tribes were changed because of the bison . . .

Chapter 6: The Plains Indians Name Date Chapter 7 — Student Handout 1

STATION 1: EUROPEAN EXPLORERS station directions: 1. Read the European explorers section from the textbook with your group. 2. Answer the While You Read questions together as a group. 3. Fill in your three-column chart using the While You Read questions and answers. 4. Go over the Station Activity (Card Game) directions: a. Turn all the cards over so the blank side is up, and put the cards in a deck on the game board. b. Take turns picking a card. Read aloud the word, phrase, or sentence on the card. Determine the pile in which to place the card. Do not use the textbook for reference. Try to do this based on your memory. c. If a member of the group disagrees with where a player places the card, then they have to prove that the player is incorrect by finding the evidence in the textbook. d. For every card that is placed in the correct pile, the player receives 1 point. e. The player with the most points after all the cards have been placed wins the game. f. When you finish the game and have counted all the points, shuffle the cards and place them in a deck on top of the game board for the next group.

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 2

STATION 1: EUROPEAN EXPLORERS Station Activity: Card Game

Chapter 7: The Pathfinders Chapter 7: The Pathfinders Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 3

STATION 2: AMERICAN EXPLORERS

station directions: 1. Read the American explorers section from the textbook with your group. 2. Answer the While You Read questions together as a group. 3. Fill in your three-column chart using the While You Read questions and answers. 4. Complete the Station Activity Journal Entry.

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 4

STATION 2: AMERICAN EXPLORERS Station Activity: Journal Entry

➢ Choose one of these American explorers for this activity: Lieutenant Zebulon Pike, Major Stephen H. Long, Lieutenant John C. Frémont. ➢ Individually, you are going to write a journal entry about one day during one of your expeditions. ➢ Write your journal entry on one of the lined pieces of paper found at this station. ➢ Be sure to include this information in your journal entry: • Where you traveled. • Why you were exploring. • What you encountered and experienced. • A legacy you left behind: how will you be remembered? • Use descriptive details to describe your day, What did the landscape look like? How did you feel? What did you see, taste, remember? ➢ When you finish your journal, share it with the members of your group.

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 5

STATION 3: FUR TRAPPERS station directions: 1. Read the fur trappers section from the textbook with your group. 2. Answer the While You Read questions together as a group. 3. Fill in your three-column chart using the While You Read questions and answers. 4. Complete the Station Activity Advertisement.

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 6

STATION 3: FUR TRAPPERS Station Activity: Advertisement

➢ Each member of the group is going to create an advertisement to entice others to come to Colorado to be fur trappers in the 1820s. ➢ Use the half sheets of blank paper and colored pencils to create your advertisement. ➢ Be sure to include these items in your advertisement: • A catchy phrase or motto that gets the reader’s attention • Phrases and words that help describe what life is like for the fur trappers • What the fur trappers will get if they come to Colorado to trap • What possible dangers they might encounter • A description of a rendezvous • Colored illustrations and symbols that encourage readers to want to be fur trappers

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 7

STATION 4: THE INDIAN TRADE station directions: 1. Read the Indian trade section of the textbook with your group. 2. After you read the section, discuss these questions in your group: ➢ Why were bison hides more important than fur trapping? ➢ What was Bent’s Fort like? Who went there, and why? ➢ What were the good and bad aspects of the bison trade from the Indians’ point of view? ➢ If you could change any part of the bison trade for the Indians’ benefit, what would you do? 3. Now you are going to play the Trading Game with your group. 4. At the center of the table is a stack of cards. Deal the cards to the group members until all the cards have been dealt. 5. The cards you have in your hands are the products you each have to trade and a ranking of how much the product is worth. ➢ 1 is the least valuable and 5 is the most valuable. 6. Spread out your cards in front of you so others can see what you have to trade. 7. You have arrived at Bent’s Fort to trade for goods. You can decide what you will trade and how much you will ask for your goods. Keep in mind that it is wintertime, and you worry about the basic necessities of winter living in Colorado. 8. One member of the group will be in charge of the time. Your group has 5 minutes to trade before the trading period stops. Start the trading period. 9. After the time is up, look at what you have. Reflect on these questions in your notebook: ➢ What products do you have? ➢ Which products cost more? Why do you think there was more demand for those products? ➢ Are you satisfied with what you ended up with? Why or why not?

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 8

STATION 4: THE INDIAN TRADE Station Activity: Trading Game Cards

Copy and cut out these cards. Place them in a pile at the station.

Chapter 7: The Pathfinders Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 9

STATION 5: YOUR CHOICE station directions: 1. Your group is going to research and find a primary source and secondary accounts about the lives of three of the people listed here. You need to first choose one person from each section (European Explorers, American Explorers, and Fur Trappers). Make sure your group members are researching different people. a. European Explorers • Diego de Vargas • Juan de Ulibarri • Peter or Paul Mallet • Juan María de Rivera • Silvestre Escalante or Francisco Dominguez b. American Explorers • Meriwether Lewis or William Clark • Lieutenant Zebulon Montgomery Pike • Major Stephen H. Long • Lieutenant John C. Frémont c. Fur Trappers • Jim Beckwourth • Kit Carson • Louis Vasquez or Andrew Sublette • Lancaster P. Lupton • William or Charles Bent

Chapter 7: The Pathfinders 2. Your job is to find information about these people so you can write an article about them. You need to find out this information for each person: a. What did he do? b. Where did he come from before he traveled to Colorado? c. Why did he come to Colorado? d. What did he do in Colorado? e. What is he known for? Why is he famous today? 3. Find at least one primary source to use in your article. This can be a quotation, a letter, a song, a picture, an advertisement, or anything else that helps answer the questions. 4. Use the computer or books or magazines provided at this station. Take notes about these people in your notebook. Be sure to include WHERE you got your primary source so you can cite it in the article. 5. Share with your group the research you found. You do not need to write the article yet.

Chapter 7: The Pathfinders Name Date Chapter 7 — Student Handout 10

PERFORMANCE ASSESSMENT Magazine: Special Edition — The Pathfinders of Colorado directions: You and your group are going to create a special edition of a magazine about the pathfinders of Colorado. You are going to use what you learned in chapter 7 and the research you did at Station 5 to create this magazine. Each member of your group will contribute one article about three of the pathfinders. All the articles will then be put together and made into a magazine to celebrate the pathfinders of Colorado. 1. All members of the group should begin by writing their articles. You should focus on the three people you chose to research at Station 5. Make sure you include the answers to these questions: a. What did he do? b. Where did he come from before he traveled to Colorado? c. Why did he come to Colorado? d. What did he do in Colorado? e. What is he known for? Why is he famous today? 2. You must include at least one primary source in your article. Make sure you cite (or tell us where you got) the source.

Chapter 7: The Pathfinders 3. Include a photograph or an illustration in the magazine article. This can be one of your primary sources, or it could be a secondary account. 4. Include in your article one paragraph that answers the Focus Question: For what reasons did explorers, trappers, and traders come to Colorado, and how were they different? You can do this by comparing and contrasting the reasons of the three groups.

5. After each student finishes their article, switch with someone in your group to peer-edit it. Give your partner feedback about the article. What was good about it? What needs to be improved? Is it clear what the primary source is and what it tells us about the pathfinders? Did the article answer all the questions above? Did the article clearly answer the Focus Question?

6. When everyone has completed their final version of the article, you can put them all together. As a group, create a cover page for the magazine. You might want to include a table of contents, with the titles of the articles and the authors. 7. Look at the rubric to make sure you included everything.

Chapter 7: The Pathfinders Name Date Chapter 8 — Student Handout 1: Group A

A LIFE OF CONTRASTS PRESENTATION directions: Your group is going to focus on one aspect of the life of early farmers in the San Luis Valley. Your job is to read about your assigned subject, take notes on your two- column paper, and then create a visual aid to teach your classmates about your content. You should include these items on your poster: ➢ Title of the content ➢ Illustrations, symbols, or pictures describing your content ➢ Words, phrases, and sentences to explain your illustrations ➢ Answers to your content-specific questions

CONTENT: HOUSING

Read about the plaza-style settlements and ribbon-type settlements in the Early Settlement section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the plaza-style settlements, and why did they build them that way? ➢ What were the ribbon- type settlements, and why did they change from plaza-style settlements?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group B

CONTENT: FOOD

Read about the food the settlers ate in the Food, Clothing, and Shelter section of chapter 8. In your presentation, be sure to answer these questions: ➢ What did most settlers eat? ➢ Why did they eat these products?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group C

CONTENT: CLOTHES

Read about the different clothes that were made and bought in the Food, Clothing, and Shelter section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the different kinds of clothes people wore, and how were they made? ➢ What were the differences between the poor and the wealthy in terms of what they wore?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group D

CONTENT: SHELTER

Read about the shelters that were constructed in the Food, Clothing, and Shelter section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the shelters like, and how did they make them? ➢ What were the differences between the poor and the wealthy in terms of shelters?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group E

CONTENT: MEN’S WORK

Read about the different jobs and tools men used in farming in the Work section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the different jobs men did in the community? ➢ What tools were used to help them with their work?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group F

CONTENT: WOMEN’S WORK

Read about the different jobs and tools women used in the Work section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the different jobs women did in the community? ➢ What tools were used to help them with their work?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group G

CONTENT: FAMILIES

Read about family life in the Family and Community Life section of chapter 8. In your presentation, be sure to answer these questions: ➢ How did families in the Hispanic settlements live? ➢ How were the lives of girls and boys different from each other?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group H

CONTENT: LEISURE-TIME ACTIVITIES

Read about the social events that took place in the settlements in the Family and Community Life section of chapter 8. In your presentation, be sure to answer these questions: ➢ When and why did most leisure-time activities take place? ➢ What were the differences between men’s and women’s activities?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group I

CONTENT: RELIGIOUS PRACTICES

Read about religious practices in the Family and Community Life section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were some of the most important religious celebrations? ➢ How were the towns arranged to show the importance of religion?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 1: Group J

CONTENT: VILLAGE CELEBRATIONS

Read about village celebrations in the Family and Community Life section of chapter 8. In your presentation, be sure to answer these questions: ➢ What were the major celebrations? ➢ How did each of the celebrations show what was important to the community?

Chapter 8: Hispanic Settlers Name Date Chapter 8 — Student Handout 2

CHAPTER 8 PERFORMANCE ASSESSMENT Flipbook directions: You are going to create a flipbook about the early settlements in the San Luis Valley. You can use your notes from the chapter as well as the textbook. ✓ Stack six sheets of blank paper so the back sheet is 1 inch higher than the front sheet. ✓ Bring up the bottom of the back sheet so all the tabs are the same distance apart. ✓ Fold and crease the papers. ✓ Open the papers and staple or glue them together along the inner centerfold.

✓ Write these titles on the tabs: • Main title: Early Settlements in the San Luis Valley • Subtitles: • Housing • Food • Clothing • Shelter • Men’s Work • Women’s Work • Families • Leisure Time • Religion • Celebrations • Focus Question

• Under each tab/title, describe the subject and its importance in the early settlements in the San Luis Valley. Be sure to use details to support your ideas. • Under the final tab (Focus Question) on the back, write one paragraph answering the question: In what ways and why did Hispanic settlers in the San Luis Valley have to depend on themselves?

Chapter 8: Hispanic Settlers Name Date Economics — Student Handout

VOCABULARY CHOICE BOARD

Group Word/Concept: ______directions: With your group, you are going to complete three activities to learn about your assigned word/concept. Using the choice board, choose three activities to learn about your word. Choose one activity from each column.

Presenting Your Understanding Understanding the Word Showing Your Understanding to the Class

Contextual clues: Find the Poem: Write an acrostic poem Perform it: Depending on what word in the textbook section on with this word(s) as the first you created, perform this song, economics. Read the paragraph letters you use. Make sure your poem, or ad for the class. Be in which the word is located. In poem explains what this word prepared to answer questions if your own words, define the word. means. they need clarification.

Dictionary: Find the word in Song: Write a song or rap about Teach it: Teach your classmates the dictionary. Write down the this word. Be sure to include about this word. You can use definition in your own words. what this word means in the what you created to help teach Write down examples and non- song. your peers. examples of the word.

Ask an adult: Find an adult Banner: Create a banner or a Role-play it: Role-play the word in the school who knows the flag about this word. Be sure to and the examples for the class. definition of the word. Write include symbols and words that You can use what you created in down the definition in your own show what this word means. the role-play. words.

Use the computer: Use the Advertisement: Sell this word by Discuss it: Present to the class computer, and look up the word creating an advertisement for it; your ideas about the word, and and examples of the word. Write include symbols and a motto for hold a class discussion about this down the definition in your own this word. word. Come up with questions to words and examples of your own. help run the discussion.

Economics Stand-Alone Lesson Name Date Chapter 9 — Student Handout 1

ANTICIPATION GUIDE — MINING IN COLORADO directions: Think about the statements below. In the first column, circle whether you think the statement is true or false. Then skim through the next three sections in the textbook (The Pikes Peak Gold Rush, Placer Mining, and Hard-Rock Mining) to determine if the statements are true or false. When you find the correct answer, mark down the page number on which you found the answer, and then circle the correct answer in the last column.

What do you think? Statement Page What do you know? When gold was discovered in Colorado, people True False True False found out about it by telephone. Miners who came to Colorado did not need a lot of True False True False supplies. Some men heading to Colorado in covered wagons True False painted “Pikes Peak or Bust” on the sides of their True False wagons. A lot of the new miners who came to Colorado felt True False they were misled, as there was little gold to be found True False in the streams. Gold found in rivers came from veins in the True False True False mountains. Miners used tweezers and pans to find gold in the True False True False rivers. True False Miners did not use any tools except for gold pans. True False Large mining companies used ways of getting gold True False True False that polluted streams and ruined the banks of rivers. Many miners “struck it rich” in Colorado and made a True False True False lot of money. Miners began using picks and hammers to find gold True False True False in quartz rocks. Lots of quartz miners made enough money to build True False True False and run a mill and smelter. True False Miners in Colorado found more silver than gold. True False Places like Nederland, Georgetown, Aspen, and True False True False Gunnison are towns that had a lot of silver mining.

Chapter 9: Gold and Silver Miners Name Date Chapter 9 — Student Handout 2

LIFE IN THE MINING CAMPS AND TOWNS Concept Map directions: Read the Mining Camps and Towns section in the textbook with your group. Complete the concept map about how mining impacted the people, towns, and geography of Colorado. In each blank, write specific examples of the impacts for each concept.

Chapter 9: Gold and Silver Miners Name Date Chapter 9 — Student Handout 3

LETTERS FROM THE MINING CAMPS First Letter from the Mining Camps

Auraria, June 8, 1859 I scarcely know what to write about this community and country. Persons’ ideas vary so much that one could scarcely form a correct notion of matters and things here, judging from correspondence. Men are perfectly wild and crazy. New diggings have undoubtedly been discovered on the other side of the Platte, about forty miles from here, called Gregory’s Diggings, and everybody—emigrants and citizens—buzz[es] around and rush[es] off to the mines. We hear fabulous tales of rich claims paying a thousand dollars per day, sometimes less and sometimes more. One man sold his claim for $6,000 and bought another for $27,500. I can write you nothing, however, of all this, that I know to be true. No man believes another, but goes to see for himself. I am taking matters perfectly cool for the present. One of my partners has gone to the mountains and will report in a few days if he finds a paying claim. I intend to go and see for myself, and then I can give you positive information. I see plenty of gold dust, and have no doubt but that there is plenty of gold in the mountains but can’t say that I know anything about it. I also see many men come back from the mines and go home. They say others make money, but that they can’t find the gold. My impression is that such men are too easily discouraged. There is one thing certain, however, the Cherry Creek mines are a humbug. Everything was a hoax up to the 25th of May. I washed out a pan of dirt at the head of Cherry Creek and sent you the proceeds. There is gold in it, but no one could make it pay. Gambling and whiskey drinking flourish here extensively. Tanglefoot whiskey sells for 25 cents a drink, and would almost make a man shed his toenails. Bacon is forty cents per lb., and will I think, be much higher. I find a much better town here than I expected. Denver and Auraria, taken collectively, make quite a large place. I will write you again soon, if I do not immediately come home. —All letters from LeRoy R. Hafen and Ann W. Hafen, editors, Reports from Colorado, vol. 13 of The Far West and the Rockies Historical Series 1820-1875 (Glendale, CA: Arthur H. Clark, 1961), pp. 92–97

Answer these questions in your notebook: 1. What were the writer’s impressions of Denver and Auraria? 2. What was his overall opinion of the goldfields?

Chapter 9: Gold and Silver Miners Second Letter from the Mining Camps Hal Riley’s letter

Gregory Diggins, June 23, ’59 Twenty-five miles in the mountains Friend Hack: I promised to write to you, but for want of a good opportunity have neglected my promise. I did not overtake the boys, as I suppose you are aware. I have not heard of them since they left Ash Point—they were then two days ahead of me. Where they are I don’t know. I came on with a company from Whiteside County, Illinois, arrived at Denver City on the 15th, and have been in the mines three days. My opinion is this—that I believe there is gold here and lots of it. The Cherry Creek diggings were a humbug. The question is, whether the seasons will be long enough to work the mines to an advantage. We are within ten miles of twenty feet of snow. The days are warm and the nights cold. As to the men that are making money, I think that perhaps there is one out of every hundred, making a good thing of it, say, taking out from $10 to $50 to the man, per day. Others are making less, and some not their board. A great portion of the emigrants came here with the expectations of picking up the gold-like stones; of course they were disappointed. Others got homesick and returned. I met more teams returning one day west of Marysville than I did on any part of the road after I left Kearney. They are coming in every day. I am going up to the Spanish diggings with Bill Owsley. We think we have got a good thing there. I haven’t made but little as yet, only prospected to find a good place. I will write to you how much I make when I get at it. Flour, American, is selling at 20 to 25 cents per pound; Bacon, 40 to 50 cents; coffee, 50 cents; Sugar, 25 cents; Mexican flour, $17 per cwt. [hundredweight]; Lumber $30 per hundred feet. Love to all. Direct to Denver City, K.T. [Kansas Territory] Tell me all the news. I see Jack Merrick every day. He is working a claim near our tent. We both laugh at each other’s dirty and ragged clothes. Respects to all the friends. Good bye.

Answer these questions in your notebook: 1. What was Hal Riley’s opinion of the goldfields? 2. What view did he express as to the number of people finding gold and the amounts of gold found?

Chapter 9: Gold and Silver Miners Third Letter from the Mining Camps Thomas L. Golden’s letter

I presume you have heard discouraging news from here lately by men that have not reached the mines, that have got[ten] discouraged and turned back, and turned others back that no doubt would have got here and at this time been making money. I am in the mines called Gregory’s Diggings 30 miles in the Mountains on a small tributary stream of Vasquers Fork, about 42 miles west of where Cherry Creek empties into Platte River. We are working in what is called “leads” running through the Mountains. These “leads” are among the quartz rock and average two feet in width and are from one to three miles in length. Some men are here taking out three hundred dollars to the sluice, others not so much; it is reported among the miners here that the Illinois Company is taking out to the sluice an average of five hundred dollars. The men here are generally satisfied to stay and work. There are a great many purchasing claims on these heavy “leads” and pay weekly as they take it out. They generally make a contract to pay half [of what] they take out every week until the claim is paid for. The thought of climbing through the Rocky Mountains 30 miles to get to the mines sends a great many back after they reach the base of the Mountains. All we have to say to the returning emigrant to the States is to stay in the States, and we will bring the gold there. We ask no one to come here and would have been glad had they stayed home. We were getting our supplies from [New] Mexico before the Spring emigration got here and were satisfied that we would make our fortune by Fall, and return to the States, but the men that has [sic] been humbugged so are crowding us now and in fact are making the most money. Yours, Thos. L. Golden

In your notebook, write a description of Mr. Golden’s experiences in mining camps.

Chapter 9: Gold and Silver Miners Name Date Chapter 9 — Student Handout 3

COMPARING LIFE IN THE MINING CAMPS directions: Complete the chart comparing the experiences of the three writers. List features in the spaces at the left. Place a plus (+) in the box if the writer shared the experience. Place a minus (–) in the box if the writer did not share the experience. Place a question mark (?) in the box if you don’t know. The first two features are provided. Choose six more to compare, listing them under “Features.”

Features First Writer Riley Golden

Belief in gold + + ?

Success in mining –––

Chapter 9: Gold and Silver Miners Name Date Chapter 9 — Student Handout 4

THE SETTLER AND INDIAN CONFLICTS MINI-DEBATE directions: Your group is going to have a mini-debate on the conflicts that came about between the Indians on the one side and the settlers, miners, and US government on the other side. You will be debating this question: Who was justified by their actions during this time period? In your group, decide which pair will support the following:

Pair 1: In support of the Indians Pair 2: In support of the settlers, miners, and the US government

For each pair, your job is to read the Miners, Settlers, and Indians section in the textbook. As you read, pay attention to the reasons that support your side of the debate. Find six reasons that support your side of the debate. Write your reasons below using specific examples or details. Here are two examples of reasons:

Pair 1: Indians were ordered to meet at Fort Lyon, and if they did not do so, soldiers were sent to “hunt down hostile Indians.” Pair 2: Arapaho Indians attacked a ranch near Denver, killing the family that lived there.

Specific examples to support your side:

1. ______

2. ______

3. ______

4. ______

Chapter 9: Gold and Silver Miners 5. ______

______

6. ______

______

The Debate: Once you have examples to support your side, your group should debate who was justified by their actions. ➢ Begin by having pair 1 state one reason why their group was justified by its actions. ➢ Pair 2 will then respond to the other side’s reason. ➢ Go back and forth, trying to persuade each other to agree with you and support your side.

Chapter 9: Gold and Silver Miners Name Date Chapter 9 — Student Handout 5

IMPACTS OF MINING BROCHURE: PERFORMANCE ASSESSMENT

The discovery of gold and silver in Colorado had a major impact on the environment and the lives of the people. You have been hired by the State Historical Society to create a trifold brochure about the impacts of the discovery of gold and silver in Colorado. This brochure is going to be read by children across the state. You should include these points in the brochure: 1. The impacts on the environment 2. The impacts on the cities, towns, and tent cities 3. The impacts on the miners’ lives 4. The impacts on the Indians Be sure to use specific details and examples to describe these impacts. You could also include a picture, illustration, or chart in this brochure.

Chapter 9: Gold and Silver Miners Name Date Chapter 10 — Student Handout 1

GRAFFITI AROUND THE ROOM Part A

Read or skim the River Valley Farming, Cattle Raising, and Plains Farming sections with your partner. You are trying to find answers to the two questions for each section. When you find some answers, write down words or phrases that might answer the questions, and draw a symbol or an illustration that would also answer each question. When you have all the words, phrases, symbols, and pictures completed for one question, find the chart paper on the classroom wall that corresponds to the question. Using the markers provided, put your ideas on the chart. Then work on finding the answer to the next question, and continue on until you have answered and responded to all the questions.

Chart 1: River Valley Farming

Why did settlers begin growing crops? How did they make farming profitable?

Chart 2: Cattle Raising

Why was cattle ranching such a good business? Why did cattle ranching end up being so difficult?

Chart 3: Plains Farming

Why did farm families settle on the plains? Why did it become such a difficult life? CATTLE RANCHING Farming Irrigation

Chapter 10: Farmers and Ranchers Part B

You work for the federal government, and your job is to create an advertisement that will go in newspapers in the East to encourage settlers to move to Colorado and take advantage of the Homestead Act. Include words, phrases, symbols, and/or illustrations that will get readers’ attention and persuade them to move west to homestead. Create your advertisement below.

Chapter 10: Farmers and Ranchers Name Date Chapter 10 — Student Handout 2

LIFE IN THE FARM TOWNS directions: Read the Families, Neighborhoods, and Communities section with your group. After you read, using your own words, discuss what each paragraph is about. After you read: ➢ Each student individually comes up with the five most important points in this section. Write those points here:

• Important Point 1: ______

______

• Important Point 2: ______

______

• Important Point 3: ______

______

• Important Point 4: ______

______

• Important Point 5: ______

______

Chapter 10: Farmers and Ranchers ➢ Now, explain to your group which points you thought were most important. ➢ Decide as a group: Of all the points made, which are the top three most important? Write them here:

• Important Point 1: ______

______

• Important Point 2: ______

______

• Important Point 3: ______

______

➢ Now, as a group, decide what is the MOST important point discussed in this section. When you come to a consensus, write the point here AND justify why it is the most important point in the reading.

• The Most Important Point: ______

______

• This is the most important point in the reading because . . . ______

______

Chapter 10: Farmers and Ranchers Name Date Chapter 10 — Student Handout 3

CONFLICT WITH THE UTES Concept Map directions: Read The Utes and the Western Slope section with your partner. As you read, complete the Action/Outcome Concept Map. Action Outcome In 1873, the United States signed a treaty with the Utes.

Nathan Meeker decided to teach the Utes how to farm.

Nathan Meeker plowed up the Utes’ horse pasture.

Nathan Meeker called for the army to help with the Utes’ rebellion.

The US government forced the Utes to sign a new treaty.

In September 1881, the Western Slope opened to new settlers.

The settlers dug ditches in Grand Junction to irrigate their fields.

Chapter 10: Farmers and Ranchers Name Date Chapter 10 — Student Handout 4

CHAPTER 10 PERFORMANCE ASSESSMENT Mock Interview directions: You are going to take on the role of a farmer and rancher in Colorado. You must pretend that you are three different kinds of farmers. The interviewer has given you these questions to answer. Please answer the questions from your character’s point of view. Use details and examples from the textbook to help support your answers. RIVER VALLEY FARMER INTERVIEW

Interviewer: Hi, and thanks for answering these questions for us. As a river valley farmer, what products do you grow?

Interviewer: Interesting. How do you water your crops?

Interviewer: Why did you decide that selling your crops was better than just growing enough for your family?

Interviewer: That is very interesting. Well, thank you for your time, and good luck to you!

CATTLE RANCHER INTERVIEW

Interviewer: Thanks for joining us today. Why did you first decide to raise cattle in this area?

Chapter 10: Farmers and Ranchers Interviewer: Will you please explain how the railroad impacted or changed your life as a cattle rancher?

Interviewer: Why did you change from raising your cattle in the open range to fencing them in?

Interviewer: Very interesting. Thank you for taking time to speak with us today.

PLAINS FARMER INTERVIEW

Interviewer: Thank you for joining us today. Lots of farm families have settled in Colorado recently. Can you tell us why you decided to settle and farm on the plains of Colorado?

Interviewer: Would you mind telling us what farming was like in the beginning, when there was ample rain?

Interviewer: How has farming changed now that there is not as much rain? How are you still making it profitable and worthwhile for your family to remain here?

Interviewer: Thank you for sharing your thoughts with us today. Have a good day.

Chapter 10: Farmers and Ranchers Name Date Chapter 11 — Student Handout 1

LIFE IN COLORADO JIGSAW directions: Read your assigned section in chapter 11 with your group. As you read, fill out this chart. Make sure all members of your group have the same answers, as you will be teaching other students about your reading. Be sure to include details and examples for each question. Mining Urban Growth Farming and Ranching What were changes in the economy (jobs, crops, minerals, and similar items)?

How did changes in technology impact the people?

What was it like living in these areas?

What types of people worked in these areas (immigrants, African Americans, other groups)?

What other important ideas are found in this section of reading?

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 11 — Student Handout 2

WORD AND SYMBOL SPLASH directions: With your group, brainstorm words and symbols that could represent the changes that occurred in mining, urban areas, and farming and ranching in Colorado at the turn of the twentieth century. Using colored pencils, create a word and symbol splash that contains all the words and symbols you came up with.

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 11 — Student Handout 3

Cause-and-Effect Cards Cause Effect

Women were unhappy with the new state Women worked hard to persuade Coloradans to constitution because they were not given the right allow women to vote. to vote.

Many in Colorado were concerned that large The Federal Forest Reserve was created in 1891 to amounts of forests were cut down and there would set aside forests for preservation. not be enough trees for future generations to use and enjoy.

Colorado’s national forest system was created to protect wildlife and forests across Colorado.

In the 1920s, many workers were making good Families could afford to own cars and their own wages. homes.

Fewer children had to work and they were therefore allowed to go to school; more teenagers went to high school.

More and more people had access to telephones. Pueblo’s telephone operators were able to warn residents about hazardous floods and save people’s lives.

Phones helped people in rural areas keep in touch.

The Great Depression of the 1930s spread Factories, steel mills, and mines shut down, causing throughout Colorado, the United States, and much thousands of workers to lose their jobs. of the world.

Banks failed, and many lost all their savings.

The prices of wheat, potatoes, and sugar beets fell.

Many farmers lost their farms.

Congress created the Civilian Conservation Corps (CCC) to put young men back to work.

Eastern Colorado experienced drought as well as Crops died in the fields. falling crop prices.

Dust storms blew away the soil on farms in eastern Colorado.

Many farmers left Colorado to find work in California.

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 11 — Student Handout 4

CAUSE-AND-EFFECT CARD SORT

Many changes took place in Colorado between 1890 and 1945 that impacted the lives of the people who lived here. Why did these changes take place? Many causes encouraged change in the state. directions: ✓ Take your deck of cause-and-effect cards. ✓ Place the cause cards in one pile and the effect cards in another pile. ✓ Skim through the Progressive Colorado, Good Times in the 1920s, and Colorado during the Great Depression sections to figure out how these cards connect. ✓ With your partner, try to match the causes and effects of the events or ideas presented in the chapter. Be aware that some events or ideas might have multiple causes and effects. ✓ After you have matched the cause-and-effect cards, choose the cause and effect that you think had the MOST impact on life in Colorado. ✓ Paste the cards below. ✓ You may include two causes and one effect or one cause and two effects. Remember to choose the ones that had the biggest impact.

Chapter 11: Changing Times, 1890–1945 Paste cause card here. Paste effect card here.

If multiple causes, paste second card here. If multiple effects, paste second card here.

✓ After you paste the cards, write a paragraph explaining how these cards are connected

and why you think they had the biggest impact on life in Colorado. ______

______

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 11 — Student Handout 5

WHAT ARE YOUR SOLUTIONS?

You are going to take on the role of governor of Colorado during these events: the Ludlow Massacre, the Great Depression, and the Dust Bowl. For each event, draw a face on the governor showing what he was feeling about the situation at the time. Then, fill in the speech bubble with a solution you would have had to fix that problem. Your solution should be specific and address the needs of all the people impacted by the problem.

Event 1: The Ludlow Massacre

Elias M. Ammons, governor of Colorado (1913–15)

Chapter 11: Changing Times, 1890–1945 Event 2: The Great Depression

Oliver Henry Shoup, governor of Colorado (1919–23)

Chapter 11: Changing Times, 1890–1945 Event 3: The Dust Bowl

Edwin C. Johnson, governor of Colorado (1933–37)

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 11 — Student Handout 6

CHAPTER 11 PERFORMANCE ASSESSMENT: THE CHANGING LIFE IN COLORADO JOURNALS directions: You are going to become a child who lives in Colorado in the late 1800s. Your job is to write four journal entries about life in Colorado and how your life has changed throughout the different eras. Each journal entry should include specific events that took place, what life is like for you, how life has changed, and any other important information from that era. Be sure to include your feelings and thoughts about your life. Begin by choosing to become either a ten-year-old boy or a ten-year-old girl living in Colorado in 1890. Give yourself a name and a family. Decide where in Colorado you live and what your family does for a living. Include this information in the journals:

Journal 1: Life in Colorado in the 1890s. Introduce yourself and your family. Explain what your family does for a living and where you live in Colorado. Are you a farming family in eastern Colorado? Do you live with your mom while your dad works in the mines in Colorado’s mountains? Or do you live in one of the new, bustling cities?

Chapter 11: Changing Times, 1890–1945 Journal 2: Life during the Progressive Era in Colorado. Changes are occurring in Colorado. Women are gaining the right to vote, and the federal government is working to protect the forests in Colorado. How is this impacting you and your family? What does your mom think about these changes? How do you feel about protecting forests from logging?

Journal 3: Life during the 1920s. Life is good for many people in Colorado. As the small towns grow and cities expand, how does this impact you and your family? What is life like for you as movie theaters and radio shows become more common?

Journal 4: Life during the Great Depression and the Dust Bowl. As prices of goods decline and factories and mines close, how is this impacting you? By now, you are grown up and have your own family. How is the Great Depression impacting you? How is the Dust Bowl impacting you and your family? Do you decide to leave Colorado or stay and try to make a living?

Chapter 11: Changing Times, 1890–1945 Name Date Chapter 12 — Student Handout 1

CHANGES IN COLORADO directions: Colorado’s population grew rapidly after World War II. For this and other reasons, life in Colorado changed as well. Read the Mining, Farming, and City Life and Civil Rights in Colorado sections with your group. As you take turns reading, fill in the chart. Other Changes That Changes in Technology Impact How People Live Other Important Details Mining

Farming

City Life

Minorities

Chapter 12: Modern Times, 1946–Today Name Date Chapter 12 — Student Handout 2

TRAVEL BROCHURE directions: You are going to become a travel agent, and you need to create a brochure that will encourage people to travel to Colorado. Before you get started on the brochure, read the Tourism and Recreation section with your partner. Before you read, circle FOUR of these sites/activities for your brochure: 1. Skiing 5. Water sports (rafting and kayaking) 2. Hiking 6. Gambling 3. Biking 7. National parks 4. Camping 8. National monuments Take notes about these sites or activities.

Site/Activity 1: ______

______

Site/Activity 2: ______

______

Chapter 12: Modern Times, 1946–Today Site/Activity 3: ______

______

Site/Activity 4: ______

______

Now that you have your information, you can begin to create your travel brochure. ➢ Decide whether you are going to create this brochure on the computer or draw it by hand. ➢ If you are doing it by hand, fold a piece of paper into a trifold, or three parts. ➢ On the front, create an attractive cover that will encourage people to visit Colorado. Include a picture and a title. ➢ In each of the next four sections, explain why that site or activity is worth taking a trip to Colorado to visit or participate in. Include pictures, captions, phrases, and sentences describing each of the sites/activities.

Chapter 12: Modern Times, 1946–Today Name Date Chapter 12 — Student Handout 3

PROBLEMS AND SOLUTIONS directions: Your group is going to focus on one of the problems Coloradans will face in the future. Read the assigned section, write down the main points of the reading, and brainstorm possible solutions to this problem. Then create a poster about this problem and the solutions your group came up with. You are going to present the poster to the class.

Group-Assigned Problem: ______

What are the main points of the reading? What is the problem, and why is it a problem?

What are some solutions to this problem? What can Colorado’s state government officials and citizens do to prevent this problem or lessen its negative impacts?

Choose your top three solutions to include on the poster. Be sure to include on the poster the problem, why it is a problem, and the three solutions your group came up with.

Chapter 12: Modern Times, 1946–Today Name Date Chapter 12 — Student Handout 4

CHAPTER 12 PERFORMANCE ASSESSMENT: CHANGING LIFE IN COLORADO CHILDREN’S BOOK directions: You are going to take on the role of an author and illustrator of children’s books. You are going to create a nonfiction children’s book about the changes that have occurred in Colorado since World War II. You should write the book so little children will understand and be interested in the content. Use your notes and activities you completed throughout this chapter as well as the textbook for reference. The description of what you should include on each page is listed here. ➢ Page 1: Introduction to the Book ➢ Page 2: Changes in Mining ➢ Page 3: Changes in Farming ➢ Page 4: Changes in City Life ➢ Page 5: Changes in Population and Migration ➢ Page 6: Civil Rights in Colorado ➢ Page 7: Tourism and Recreation in Colorado ➢ Page 8: Future Problems in Colorado ➢ Page 9: Conclusion for the Book

You should include specific details on each page about the content, as well as an illustration or picture that goes with the text. Your book should answer the Focus Question: How have the ways people live in Colorado changed in recent times? When you finish your book, you can bind it together using string, ribbon, tape, or staples.

Chapter 12: Modern Times, 1946–Today