Discover Discover

Home , Geography of Colorado, Plano cultures

Discover Colorado Its People, Places, and Times Second Edition Matthew Downey and Jenny Pettit

Published by University Press of Colorado 5589 Arapahoe Avenue, Suite 206C Boulder, Colorado 80303

The University Press of Colorado is a proud member of the Association of American University Presses.

The University Press of Colorado is a cooperative publishing enterprise supported, in part, by Adams State University, Colorado State University, Fort Lewis College, Metropolitan State University of Denver, Regis University, University of Colorado, University of Northern Colorado, Utah State University, and Western State Colorado University.

∞ This paper meets the requirements of the ANSI/NISO Z39.48-1992 (Permanence of Paper).

25 24 23 22 21 20 19 18 17 15 10 9 8 7 6 5 4 3 2 1 Introduction

Welcome to Discover Colorado. This Teacher’s Guide is intended to be used alongside the student textbook. It contains valuable background information for the teacher; activities to use before, during, and after students have read each chapter; and performance assessments as well as traditional assessments. Each chapter includes the following:

• Focus Question for the chapter. This question is presented at the beginning of the chapter, and, through the lessons and activities, students are able to answer this question in the final assessment for the chapter. • Colorado Academic Standards and Common Core State Standards assessed and addressed. • Performance and Traditional Assessments with rubrics and answer keys that directly correspond to the Colorado Academic Standards and Common Core Standards. • Skills and Tools for Learning, focusing on key social studies skills based on the Prepared Graduate Competencies in Social Studies. • Before/While/After You Read activities to activate prior knowledge, comprehend the text, and process the chapter content. • Interactive lessons and activities to use while reading and referencing the textbook. • Twenty-First-Century Skills and Readiness Competencies in Social Studies.

The Colorado Academic Standards for Social Studies (adopted in 2009), as well as the Common Core Standards, are used as the basis of instruction and assessment. Each chapter performance and traditional assessment focuses on one or more of the Evidence Outcomes in the Colorado Academic Standards for Social Studies, as well as the English Language Arts Common Core Standards for Reading and Writing in fourth grade. All the Evidence Outcomes for the Fourth Grade Colorado Academic Standards for Social Studies are either addressed or assessed in the chapter activities

3 and assessments. If students complete the chapters and lessons within the school year, then they will have demonstrated their understanding of all the Fourth Grade Social Studies Academic Standards. Vocabulary strategies are included in the reference section at the end of this Teacher’s Guide. Pre-teaching content vocabulary, as well as teaching students how to use the vocabulary in context, aids in comprehension. Teachers are encouraged to choose from a variety of strategies presented for each chapter. As students read expository texts, it is important that they be given consistent opportunities to practice strategies that support comprehension and synthesis of sometimes challenging subject matter. Within the Discover Colorado textbook itself, a variety of chapter activities give students this practice through partner and group discussions and through the use of “notebooks”—where writing, graphic organizing, note taking, and sketching become not only records of each student’s learning but ways for students to process and analyze the content. As students work through the text and lessons, they will develop the ability to use nonfiction features to locate and comprehend information; predict, clarify, question, and summarize the text; defend answers and positions with the support of the text; organize thinking and learning graphically; and gain confidence and skill in thinking through challenging concepts. We hope Discover Colorado will excite Colorado students about their state’s rich history and culture while encouraging the development of the skills necessary for successful, rewarding, lifelong nonfiction reading.

4 Introduction Geography Stand-Alone Lesson

Ovv er iew of Geography Lesson

This lesson introduces the students to what it means to think like a geographer. It begins by asking students what they think geographers do, and then they read about what the discipline is all about. Students try out their skills reading different kinds of maps by completing a scavenger hunt through the maps. At the completion of this lesson, students understand what geography is and why it is important, as well as practice using some of the tools of geography. Mastering these skills will create a solid foundation for the geographic work the students will complete throughout the chapters in Discover Colorado.

Standards Addressed

2.1.b. Use geographic grids to locate places on maps and images to answer questions. 2.1.e. Describe similarities and differences between the physical geography of Colorado and that of its neighboring states.

Key Vocabulary capital cities, landscape, location, place, scales, spatially, longitude, latitude

Materials

Geography Student Handout: One copy per student

5 Lesson

1. Ask students to brainstorm what geographers do. Have them write a list of what they do in their notebooks. 2. Have students share with a partner what they think geographers do. 3. Share out lists as a class. 4. Discuss with the students that as they are learning about Colorado history while reading Discover Colorado, they are going to be completing tasks geographers, historians, economists, and politicians do on a daily basis. Today they are going to learn about what geography is and what geographers do. 5. Read the first two sections—What Is Geography and Asking Geographic Questions—together as a class. 6. With a partner, have them read together the first paragraph of the Geographic Tools section. 7. Ask students to write down their answer to these questions: Where is Colorado? How would they describe where Colorado is to their new e-mail friend? Students then share their descriptions with their partner. 8. Distribute Geography Student Handout to each student. Have them complete the handout with a partner or in a small group. Have students complete a scavenger hunt through the maps. 9. Go over answers to the scavenger hunt together as a class. 10. Read the Geographic Thinking section together as a class. Discuss with the students that they are going to work on Asking Geographic Questions in the first lesson of chapter 1. 11. Have students read the Colorado and Its Neighbors section with their partner. Students will write a paragraph to their e-mail friend describing what makes Colorado special. Have students share their responses with each other.

6 Geography Stand-Alone Lesson 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 [Answer Key] Geography — Student Handout

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

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

b. What tools did you use to get this information? [Compass Rose]

2. About how many miles is it from Colorado Springs to Fort Collins? [130]

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

b. What tools did you use to get this information? [Scale and ruler]

3. What city is located at about 38° North and 104° West? [Pueblo]

a. Which map did you use to find this information? [Lat/long map]

b. What tools did you use to get this information? [Grid marks]

Geography Stand-Alone Lesson [Answer Key]

4. You are planning a road trip from Denver to Grand Junction to Durango and back to Denver. Determine what roads would take you on the fastest route.

a. From Denver to Grand Junction? [I-70]

b. From Grand Junction to Durango? [Hwys 50 and 550]

c. From Durango to Denver? [Hwy 160 and I-25]

d. About how many miles is the whole trip? [750 miles]

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

f. What tools did you use to answer these questions? [Scale and ruler]

5. At about what latitude and longitude is Craig, Colorado, located? [40° North and 107° West]

a. What map did you use to find this information? [Lat/long map]

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

Geography Stand-Alone Lesson Chapter Regions of Colorado 1 Teacher’s Guide

Focus Question: How are Colorado’s regions different from one another?

The Big Idea from This Chapter: While a single state, Colorado is not a single place. It consists of regions that are physically different from one another.

T eacher Content Background

Knowing about the geography of Colorado helps one understand the people who have lived here. How they lived depended very much on where they lived. The key to understanding Colorado’s geography, in turn, is its diversity. Its landforms range from the low, rolling plains of eastern Colorado to the Rocky Mountains’ rugged mountain peaks to the canyons and flat-topped mesas of the Western Slope. Elevation varies from about 3,500 feet to more than 14,000 feet above sea level. Climate, annual precipitation, and types of soil vary as well. Geographic diversity helps explain how Colorado has supported such diverse ways of life. This chapter introduces students to the state’s four principal regions. The high plains region of eastern Colorado has the lowest elevation and a semiarid climate. The piedmont lies between the high plains and the Rocky Mountains. It includes the foothills of the mountains and the lower river valleys. While its climate is much like that of the high plains, water from the rivers has made living there much easier for plants, animals, and people. The Rocky Mountain region, for which Colorado is perhaps best known, is the highest in elevation and precipitation. The Western Slope is different still. It is an elevated, semiarid plateau. Over the millennia, wind and water have carved out deep canyons interspersed with flat-topped mesas. Students will discover in the chapters ahead that each region has supported very different ways of life.

11 Ovv er iew of Chapter 1 Lessons

In this chapter, students learn about what it means to be a geographer and why understanding the geography of Colorado helps in deciphering the history of the state. Students begin with the Skills and Tools for Learning lesson on Map Reading, where they apply newly learned skills to reading a map of Colorado. Lesson 1 focuses on geographic inquiry. In this lesson, students work together in pairs to analyze various maps found in chapter 1. They answer questions about the maps and create their own geographic questions about the region, emphasizing the qualities that create good geographic questions. Lesson 2 encourages the students to become experts on one of Colorado’s four regions. Students work in an expert group and read about the region, discuss the geography, and fill in a graphic organizer about that region. In the end, each student in the expert group creates an advertisement about the specified region to encourage people to settle there. They then reflect on why the region is located there. In Lesson 3, students are in mixed groups (jigsaw) and teach each other about their specific region. Each student completes the graphic organizer about the aspects of each region. The group then creates a map of the regions of Colorado, the rivers, and the urban areas using a grid map in the textbook as a model. This map will serve as a practice map for the chapter 1 performance assessment, as well as help prepare for the traditional assessment. There are two possible assessments. In the performance assessment, students individually create a salt dough relief map of Colorado and write a short essay about the state’s different regions. In the traditional assessment, students answer multiple choice, matching, map analysis, and essay questions about the regions of Colorado. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 2.1.a. Answer questions about Colorado regions using maps and other tools. 2.1.b. Use geographic grids to locate places on maps and images to answer questions.

Colorado Academic Standards in Social Studies Addressed 2.1.c. Create and investigate geographic questions about Colorado in relation to other places. 2.1.e. Describe similarities and differences between the physical geography of Colorado and that of its neighboring states.

12 Chapter 1: Regions of Colorado Common Core Standards

Common Core Writing Standards Assessed 4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 4.2.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

Common Core Reading Informational Text Standards Addressed 4.2. Determine the main idea of a text, and explain how it is supported by key details; summarize the text.

Tw enty-first-Century Skills Addressed and Assessed

Critical thinking and collaboration

Key Vocabulary mesa, region, piedmont, plateau, high plains, sea level, climate, urban corridor, altitude, semiarid

Materials

Chapter 1 Student Handout 1: One copy per pair Chapter 1 Student Handout 2: One copy per student OR project on front screen Chapter 1 Student Handout 3: One copy per student OR project on front screen Chapter 1 Student Handout 4: One copy per group (of four students) Chapter 1 Student Handout 5: One copy per student OR project on front screen Chapter 1 Student Handout 6: One copy per student

13 Chapter 1: Regions of Colorado Salt Dough Relief Map Assessment Materials

• Salt dough (see recipe) • Cardboard squares, approximately 10 inches × 12 inches—one per student • Watercolor paints: yellow, orange, blue, green • Brushes • Thin-line black markers • Thin-line red markers • Newspapers or plastic to cover work areas

Extension Activities

1. Comparing Distances: Have the students locate their hometown on a Colorado road map. Discuss the use of the mileage scale. Choose two or three cities and have the students use their rulers to approximate the distance to these cities from their hometown. 2. Analysis of the Region: Have students analyze a variety of maps of the region around and including Colorado. Have students brainstorm what physical and human characteristics are similar and different between Colorado and its surrounding states.

Chapter 1 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 1: Map Reading. With a partner or in a small group, students will apply these map reading skills as directed in this section. Encourage the students to use these new map reading skills as they work throughout this chapter.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: Students will be using their notebooks throughout the reading of Discover Colorado. The Before You Read activity in this chapter asks

14 Chapter 1: Regions of Colorado students to copy the four statements in their notebooks and say whether they agree or disagree with each statement. This activity activates background knowledge. The four While You Read activities ask students to interact with the text in such a way that they are able to compare the characteristics of the high plains and practice analyzing photos. The After You Read activity asks the students to apply what they have learned about Colorado’s regions by writing a descriptive paragraph.

Lesson 1 — Become a Geographer: Asking Geographic Questions

1. Quick Write: Have students answer this question in their notebooks: In what ways would your life be different if the local geography was different? Give students a couple of minutes to write and then share their answers with a partner. Have students share answers as a class. If the students need prompting, ask them how life would be different if they lived by an ocean or in the tropics or in the arctic. Possible answers are: It would change what we wear, how we build our houses, and what we eat. It would also impact where we would settle. 2. Read the introduction of the book together as a class. Discuss as a class why understanding the geography of a place is important in understanding the history. 3. Ask students to write their definition of what they think geography is. What do geographers do? Discuss students’ answers as a class. Geography is the study of the world. Have students get into pairs. Distribute Chapter 1 Student Handout 1 to each pair. Instruct them to look at the maps found in chapter 1 of Discover Colorado: Its People, Places, and Times. They should follow the directions on the handout, answer the questions, and brainstorm geographic questions about Colorado and the region beyond. 4. Once students finish the handout and create their own questions, each pair should exchange their handout with another pair to see if the other group can figure out the answers to their questions. 5. Once partners are finished answering questions, have students volunteer to share the best geographic question they wrote (and the answer). Discuss as a class why some questions are better than others. Questions that begin with “why” or “how” tend to elicit deeper thinking.

15 Chapter 1: Regions of Colorado Lesson 2 — Experts in the Regions of Colorado

1. Distribute Chapter 1 Student Handout 2 to each student, or project the handout on the front screen and have each student copy down the chart into their notebooks. The students will be completing this chart throughout this lesson and the next lesson. This graphic organizer will help students comprehend and organize the material. 2. Divide the class into four groups. Each group will become an expert on one of the four regions in Colorado. a. Group 1: The high plains b. Group 2: The piedmont c. Group 3: The mountains and parks d. Group 4: The western plateaus 3. Each group will read together their assigned section in chapter 1. As they read, they should talk about what content needs to be included to fill out their graphic organizer. Once the group decides on what needs to be included in the chart, all students should individually fill out the chart for their region of Colorado. All students in the group should have similar answers in their charts. Each student needs to be an expert on this region, as they will be teaching other students about the region in the next lesson. 4. Once the group is finished reading their assigned section and completing the chart, each student will create an advertisement for this region. Distribute Chapter 1 Student Handout 3 to each student, or have them copy it into their notebooks. Using what they learned from reading their assigned section and completing the graphic organizer, each student will try to encourage others to settle in their region by creating an advertisement found in a newspaper or magazine. They should include the main description of the region, highlights, a sketch, and why someone might want to live there. 5. Have students share their advertisements with their group members.

16 Chapter 1: Regions of Colorado Lesson 3 — Jigsaw Map Making

1. Jigsaw the expert groups from Lesson 2. Count off each of the expert groups into mixed groups. The new groups should consist of at least one expert from each region (minimum of four students per group). 2. In mixed groups, have each student share their advertisement from the previous lesson. They should also teach the mixed group about their region. As they are teaching the group, the other members should complete the graphic organizer (Chapter 1 Student Handout 2). Once each student has taught the rest of the group about their region, all students should have completed their own graphic organizer. 3. When a group finishes teaching its members, have the groups brainstorm WHY each region is different from the others. Why are the landforms and climates different? Discuss as a class. Possible answers are: The climates are different because the landforms make it more dry/wet in places, and a lower elevation would mean warmer temperatures. Landforms are created by the movement of plates (mountains), movement of ice (glacial valleys), and movement of water (valleys and canyons). 4. Distribute one copy of Chapter 1 Student Handout 4 to each group. Groups will work together to create a map of Colorado showing the different regions, waterways, and major urban areas. This map will serve as a model for the chapter assessment (Salt Dough Relief Map).

Lesson 4 — Review, Reflect, and Respond

1. When students finish the map, ask them to Review, Reflect, and Respond to the Focus Question: How are Colorado’s regions different from one another? a. Review: Give students 3–5 minutes to review their notes, the chapter, the maps, and the graphic organizer. Ask students to think about what they have learned about the regions of Colorado. b. Reflect: With a partner or in a small group, discuss how the regions are different. c. Respond: Have students respond to the Focus Question in their notebooks. Prompt them to fully answer the question and explain how the regions are different from one another.

17 Chapter 1: Regions of Colorado Chapter 1 Assessments

Chapter 1 Performance Assessment: Salt Dough Relief Map

1. Making the dough: Send the salt dough recipe home with each student for parent help, with a deadline for returning the dough to school for completion of the project. Or make this a group experience in the classroom. 2. Tell students they will be shaping the dough into a relief map of Colorado on top of their cardboard squares. Discuss the term relief map. 3. Distribute Chapter 1 Student Handout 5 to each student, or project it on the front screen. Talk about the requirements for the project. 4. Using the practice maps they created in the last lesson (Chapter 1 Student Handout 4), students should get their cardboard and salt dough, cover the desk with newspaper, and begin working on forming the four regions of Colorado. When they have finished, the relief maps will need to dry at least overnight before the painting and detailing begin. 5. While the salt dough map is drying, students should begin to work on the writing portion of the assessment. Go over the writing prompt with the students, as well as the rubric that will be used to grade both the writing portion and the relief map. 6. Have students begin a rough draft of the writing portion. They should use all of the handouts and textbook as references for this part of the assessment. 7. Students should peer-edit the rough drafts, revise the drafts, and then write a final draft that will be displayed next to the salt dough map. 8. When the salt dough maps are dry, students should begin painting and adding the required details, using their practice map. 9. Display finished maps and answers to the Focus Question for the chapter.

Chapter 1 Traditional Assessment

Distribute Chapter 1 Student Handout 6 to each student. Have the students complete the assessment.

18 Chapter 1: Regions of Colorado 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 Chapter 1 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic Standards The salt dough map The salt dough map clearly The salt dough map shows The salt dough map shows in Social Studies 2.1.a clearly and precisely shows shows understanding of the some understanding of the little understanding of the understanding of the elevation and topography of elevation and topography of elevation and topography of elevation and topography of the different regions the different regions the different regions the different regions

Colorado Academic Standards Rivers, cities, and regions are Rivers, cities, and regions are Some of the rivers, cities, and Few of the rivers, cities, and in Social Studies 2.1.b precise and accurately located accurately located regions are accurately located regions are accurately located

Common Core Writing The essay clearly conveys The essay conveys accurate The essay somewhat The ideas and information are Standard 4.2 accurate ideas and ideas and information conveys accurate ideas and not accurate in answering the information in answering the in answering the Focus information in answering the Focus Question Focus Question Question Focus Question

Common Core Writing The essay uses at least 8 key The essay uses 5–7 key The essay uses 4 key The essay uses fewer than Standard 4.2.d vocabulary words accurately vocabulary words accurately vocabulary words accurately 4 key vocabulary words to support ideas and content to support ideas and content to support ideas and content somewhat accurately to support ideas and content Name Date Chapter 1 — Student Handout 6

Chapter 1 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it.

1. The high plains region is located in eastern Colorado and would be described as

m very flat with little vegetation.

m gently rolling plains with some vegetation.

m high peaks and valleys with some vegetation.

m mostly mesas and plateaus with little vegetation.

2. The piedmont region is located at the foot of the mountains because

m it is the region with the least amount of rainfall.

m it is where snow and rain are the heaviest.

m it is where floodwaters carved out valleys from the mountains to the high plains millions of years ago.

m it is where the majority of the rivers in Colorado begin.

3. The Rocky Mountains were formed by

m underground plates coming together and pushing the mountains up.

m volcanoes erupting.

m glaciers carving the ridges and valleys.

m both a and c.

Chapter 1: Regions of Colorado Name Date

4. The plateaus in western Colorado were formed by

m wind eroding the top level of soil.

m floods cutting deep canyons and leaving the hard, flat rocks on top.

m volcanoes erupting.

m none of the above.

Part 2: Matching. Match these key vocabulary terms and places with the correct descriptions. a. High plains f. Sea level b. Mountain parks g. Climate c. Region h. Urban corridor d. Piedmont i. Altitude e. Plateau j. Mesa

______These are stretches of grass-covered land or valleys found within mountain ranges.

______This is a flat-top landform that is smaller than a plateau and bigger than a butte.

______These are nearly level highlands with high, flat-topped mesas, deep valleys, and canyons, and may be the meeting place of rivers.

______These are gently rolling grasslands that rise in elevation as they approach the mountains.

______This is a broad strip of land that extends north to south where most of Colorado’s large cities are located.

______This region lies at the foot of the mountains and along major river valleys in Colorado.

Chapter 1: Regions of Colorado Map Analysis: Analyze this map, and fill in the blank for each question.

1. In which region do most of Colorado’s rivers begin?

2. In which region are most of Colorado’s major cities located?

3. In which region does most of the farming in Colorado take place?

Essay: Answer this question in an essay format (at least two paragraphs). Be sure to use topic sentences, specific examples and details, and a concluding sentence. How are Colorado’s regions different from one another?

Chapter 1: Regions of Colorado [Answer Key] Chapter 1 — Student Handout 6

Chapter 1 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it.

1. The high plains region is located in eastern Colorado and would be described as

m very flat with little vegetation. l gently rolling plains with some vegetation.

m high peaks and valleys with some vegetation.

m mostly mesas and plateaus with little vegetation.

2. The piedmont region is located at the foot of the mountains because

m it is the region with the least amount of rainfall.

m it is where snow and rain are the heaviest. l it is where floodwaters carved out valleys from the mountains to the high plains millions of years ago.

m it is where the majority of the rivers in Colorado begin.

3. The Rocky Mountains were formed by

m underground plates coming together and pushing the mountains up.

m volcanoes erupting.

m glaciers carving the ridges and valleys. l both a and c.

Chapter 1: Regions of Colorado [Answer Key]

4. The plateaus in western Colorado were formed by

l wind eroding the top level of soil.

m floods cutting deep canyons and leaving the hard, flat rocks on top.

m volcanoes erupting.

m none of the above.

Part 2: Matching. Match these key vocabulary terms and places with the correct descriptions.

a. High plains f. Sea level b. Mountain parks g. Climate c. Region h. Urban corridor d. Piedmont i. Altitude e. Plateau j. Mesa

[b] These are stretches of grass-covered land or valleys found within mountain ranges.

[j] This is a flat-top landform that is smaller than a plateau and bigger than a butte.

[e] These are nearly level highlands with high, flat-topped mesas, deep valleys, and canyons, and may be the meeting place of rivers.

[a] These are gently rolling grasslands that rise in elevation as they approach the mountains.

[h] This is a broad strip of land that extends north to south where most of Colorado’s large cities are located.

[d] This region lies at the foot of the mountains and along major river valleys in Colorado.

Chapter 1: Regions of Colorado [Answer Key]

Map Analysis: Analyze this map, and circle the best answer for each question.

1. Mountains

2. Piedmont

3. high Plains

Chapter 1: Regions of Colorado Chapter Colorado Life Zones 2 Teacher’s Guide

Focus Question: How are plant and animal life different from one Colorado life zone to another?

The Big Idea from This Chapter: Colorado’s different physical regions support different kinds of plant and animal life.

T eacher Content Background

Having a variety of regions, Colorado also has varied life zones. These are areas that have similar plants and animals, especially plants. Animals may wander from one zone to another, but plants usually stay put. Plant and animal life tend to vary according to elevation and the level of precipitation. Trees require more moisture than shrubs and grasses. Some plants are better adapted than others to the cold climate of higher elevations. Plains grasses are more likely than pine trees to survive droughts. In this chapter, students will see that Colorado has five distinct life zones. The plains of eastern Colorado are a grassland zone. It does not get enough precipitation for trees to grow, except along its creeks and rivers. The higher shrub and woodland zone supports taller plants and low trees. This zone extends along the Front Range and through the plateau country of western Colorado. The montane zone includes the lower mountains and mountain parks. Its heavier precipitation supports ponderosa pine and Douglas fir trees. Still higher is the subalpine forest zone, which receives enough moisture for Engelmann spruce and fir trees. The highest is the alpine tundra zone, which is above the tree line. It is so high, cold, and windy that only small, ground-hugging plants grow there.

34 Ovv er iew of Chapter 2 Lessons

In this chapter, students go beyond understanding the regions of Colorado and focus on the life zones. In the Skills and Tools for Learning Chapter 2: People and the Environment, students begin to think about how humans and animals adapt and modify their environments. This will help students understand how life zones vary in Colorado. Lesson 1 asks students to analyze satellite images and make predictions about where the life zones are located based on these images. In this lesson, students work as a class and individually to create a predicted life zones map and discuss why the life zones are located where they are. Lesson 2 allows the students to visualize these life zones by making a collage. Students break up into five groups, and each creates a pictorial collage that represents one of the life zones. These collages are used to create a classroom wall collage so students can have a mental picture of the life zones as they work through the chapter. In Lesson 3, students work with a partner and create cards to use in a life zone card game. Throughout this chapter, students are filling out a chart of the characteristics found in each life zone. This chart will help them create the game cards and prepare for the assessments. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students take on the role of a travel show host and write a script about the life zones of Colorado. In the traditional assessment, students answer multiple choice, matching, map analysis, and essay questions about the life zones of Colorado. Both assessments evaluate the Colorado Content Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Addressed 2.1.a. Answer questions about Colorado regions using maps and other tools.

Colorado Academic Standards in Science Assessed 2.3.b. Identify the components that make a habitat type unique. 2.3.c. Compare and contrast different habitat types.

35 Chapter 2: Colorado Life Zones Common Core Standards

Common Core Reading Informational Text Standards Addressed 4.2. Determine the main idea of a text, and explain how it is supported by key details; summarize the text.

Tw enty-first-Century Skills Addressed and Assessed

Information literacy

Key Vocabulary tundra, elevation, precipitation, droughts, irrigate, coniferous

Materials

Chapter 2 Student Handout 1: One copy per pair of students Chapter 2 Student Handout 2: One copy per student OR project on the front board Chapter 2 Student Handout 3: Project on the front board OR copy two or three so all students can see the possible answers Chapter 2 Student Handout 4: One copy per pair of students Chapter 2 Student Handout 5: One copy per student OR project on the front board Chapter 2 Student Handout 6: One copy per student

Other Materials

• Projector • Access to Google Earth or Google Maps

36 Chapter 2: Colorado Life Zones • Colored pencils • Computers • 2-inch × 2-inch cards: 25 per pair of students

Extension Activities

1. Colorado Native Animals Research: Have students choose one animal that is native to Colorado to research and present. Each student could use three-column notes to describe the animal, the habitat, and why it lives in the specific life zone. Students can present their research to the class using PowerPoint or posters. 2. Colorado Symbols: Have students research state animals and plants and match them to the life zone where they can be found.

Chapter 2 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 2: People and the Environment. With a partner or in a small group, have the students answer the questions describing the life zone in which they live. Encourage students to think about how humans and animals adapt and modify the environment in which they live as they work through this chapter.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: For the Before You Read activity, students will be making a five-column chart in their notebooks for recording information about the life zones of Colorado. Have students label the columns Grasslands, Shrub and Woodland, Montane Forest, Subalpine Forest, and Alpine Tundra. Then have them label three rows Altitude Range, Common Plants, and Wildlife. Instruct the students that as they are filling in the chart while they read, they should use short phrases instead of complete sentences. Partners will be comparing their completed charts in the After You Read activity. They will then work with a partner to write a paragraph using the key words from the chapter to summarize what they have learned about Colorado’s life zones.

37 Chapter 2: Colorado Life Zones Lesson 1 — Google Earth Analysis and Life Zone Predictions

1. Quick Write. Give students about five minutes to answer this question: What do you think satellite images are, and what can they tell us about a region? You might have to help students with the first part of the question. Have students share their answers. Possible answers are: Satellite images are pictures taken from space. Similarly, aerial photographs are pictures that are taken from aircraft. They can show the landscape, landforms, and vegetation. They can show how humans are changing the environment. For example, when looking at a Google Earth image of Colorado, note the large green circles found in parts of the Front Range and eastern Colorado. This is showing where people are using irrigation (central-pivot) on farms. 2. Tell the students that Colorado can be divided into areas with similar characteristics. Remind them that there are regions of Colorado that have similar physical and human features, which they learned about in chapter 1. But there are other ways to categorize the state. One way is to look at life zones. Life zones are areas that have similar plant and, to a degree, animal life. Chapter 2 is about the life zones of Colorado. 3. Project a Google Earth image of Colorado on the front board. Tell the students that this is a satellite image of the state of Colorado. Zoom in on the various regions of Colorado. Ask students to brainstorm with a partner why some areas of Colorado look different from space than other areas. Share ideas with the class. Possible answers include: Different vegetation or plant life, different levels of precipitation, different landforms, and areas with human settlement. Tell the students that they will be focusing on the life zones in Colorado, which are determined mostly by the plant life. 4. Distribute Chapter 2 Student Handout 1 to each student. Using the Google Earth image of Colorado projected on the board, each student predicts where they think these life zones are located in Colorado. They should follow the directions on the handout to create the map and key for the predicted life zones. 5. When students complete the map, have them share it with a partner or table group. Discuss as a class the predictions and WHY they think these life zones are located where they are. 6. Let students know that the life zones in Colorado are located where they are primarily because of elevation and precipitation. Discuss how elevation and precipitation can impact where plants grow.

38 Chapter 2: Colorado Life Zones 7. Have students look at the Life Zones Map at the beginning of chapter 2. As a class, discuss how correct/incorrect their predictions were compared with the accurate map in the textbook.

Lesson 2 — So, What Do These Life Zones Look Like?

1. Read the introduction to chapter 2 together as a class. 2. Ask the students why the life zones are located where they are. The answer has already been discussed and is found in the introduction, but make it clear to the students that both elevation and precipitation impact where life zones are located in Colorado. 3. Instruct students to create the chart specified in the Before You Read activity in their notebooks. They should create a chart labeling the columns with the life zones and the rows with the descriptions (location, common plants, and animals). Students should leave enough room in each box to list words and write phrases. 4. Read the Life Zones section as a class. Tell the students that they are going to focus on just one of the five life zones for this activity. Divide the students into five groups. Each group will focus on one of the five life zones. Each student in each group will create a pictorial collage of the assigned life zone. 5. Distribute Chapter 2 Student Handout 2 to each student, or project the directions onto the front board. Go over the instructions for each student. 6. Using laptops or the computer lab, each student will create a collage representing the assigned life zone. If computers are not available, it is possible for each student to use magazine pictures from geographic and scientific magazines to create the collage. 7. Each student will create one 8½-inch × 11-inch collage of one of the life zones. 8. Get students into small, mixed groups to share their collages with each other. Have them point out the common plants, animals, and landforms present in that life zone. 9. Create a class wall collage of these life zones. Collect the students’ collages, and create a wall collage with all of their pictures to display while learning about the life zones in Colorado. Refer to these pictures while students are working on chapter 2.

39 Chapter 2: Colorado Life Zones Lesson 3 — Get in the Zone

1. Have students read the rest of the chapter and complete the While You Read activities. Some suggestions to vary the reading are to have groups read a section, read it silently, have partners or small groups work on the reading, and divide the reading/note taking up into different days. 2. Once the students complete the reading and five-column notes, discuss as a class how students filled out the chart. 3. Project Chapter 2 Student Handout 3 onto the front board, or copy a few so all students can see the suggested answers. Some of the suggested answers are included. Add additional information and descriptions that are not included. All students should have a completed chart to help them with the activity as well as the chapter assessment. 4. Get students into pairs, or have them choose their own. Give each pair of students 25 cards (2 inches × 2 inches). 5. Using the text, the charts, and the wall collages as references, have each pair of students create 25 cards to use in the Get in the Zone game. 6. Distribute Chapter 2 Student Handout 4 to each pair of students. This handout explains the directions for creating the cards as well as the game. Go over the directions as a class. 7. Give students time to create the cards. When they finish, have each pair exchange cards with another group. Play the game! 8. Debrief after the game. Possible questions to ask: Were there any words or phrases that you did not know? Why are these plants and animals found in these particular life zones?

Lesson 4 — Review, Reflect, and Respond

1. Ask them to Review, Reflect, and Respond to the Focus Question: How are plant and animal life different from one Colorado life zone to another? a. Review: Give students 3–5 minutes to review their notes, the chapter, the maps, and the graphic organizer. Ask students to think about what they have learned about the life zones in Colorado.

40 Chapter 2: Colorado Life Zones b. Reflect:With a partner or in a small group, discuss how the life zones are different. c. Respond: Have students respond to the Focus Question in their notebooks. Prompt them to fully answer the question and explain how the life zones are different from one another.

Chapter 2 Assessments

Chapter 2 Performance Assessment

1. Distribute Chapter 2 Student Handout 5 to each student. Each student should have the textbook and the table they created in their notebooks from the While You Read activity to use as a reference while working on the assessment. 2. Go over the directions, expectations, and rubric as a class. 3. Give students time to write the first draft of the script. Have students exchange drafts of the script for peer editing. 4. Give students time or have them complete the final draft for homework.

Chapter 2 Traditional Assessment

Distribute Chapter 2 Student Handout 6 to each student. Have the students complete the assessment.

41 Chapter 2: Colorado Life Zones 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 [Answer Key] Chapter 2 — Student Handout 3 Possible Answers

Location Common Plants Common Animals Grasslands • The plains region in eastern • short grasses • bison Colorado • blue grama • cattle • 3,500 feet to about 5,000 feet • buffalo grass • pronghorn antelope above sea level • cottonwood and willow trees • coyotes • prairie dogs • ground squirrels • gophers • birds—lark bunting Shrub and • From the foothills to the • grass, shrubs, and low trees • mule deer Woodland Rocky Mountains • piñon and junipers • cottontail rabbits • 5,000 feet to about 6,500 feet • scrub oak • chipmunks above sea level • mountain mahogany • ground squirrels • mice • coyotes • gray foxes • bobcats • mountain lions • birds—piñon jays • brown towhees • sage grouse Montane • Above the foothills and • ponderosa/lodgepole pine • mule deer Forest shrub-covered mesas • aspen, Douglas fir, and blue • black bears • 6,500 feet to about 9,000 feet spruce trees • porcupines above sea level • wildflowers (columbine) • elk • juniper bushes • bighorn sheep • strawberries • beavers • wood lilies • chipmunks • squirrels • weasels • martens • greenback cutthroat trout • birds—finches, jays, magpies, water pipits Subalpine • High mountains just below • dense forest • grizzly bear (in the past) Forest the high mountain peaks • Engelmann spruce and fir • bighorn sheep • 9,000 feet to about 11,000 • huckleberry and elderberry • elk feet above sea level bushes • chipmunks • moss • ground squirrels • packrats • birds—nutcrackers, hum mingbir ds, American dipper Alpine • Above tree line • tiny plants—forget-me-nots, • chipmunks, ground squirrels, Tundra • 11,000 feet or more above sea pink moss, yellow rydbergia marmots, pikas level • birds—ptarmigan

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 Chapter 2 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The script clearly and The script accurately The script somewhat The script does not Standards in Science 2.3.b accurately describes how describes how each life accurately describes how accurately describe how each life zone is unique by zone is unique by using each life zone is unique each life zone is unique using specific examples of examples of the plants, by using some examples and does not use specific the plants, animals, and animals, and locations of the plants, animals, and examples to support the locations locations descriptions

Colorado Academic The script clearly and The script accurately The script somewhat The script does not Standards in Science 2.3.c accurately compares and compares and contrasts the accurately compares and accurately compare and contrasts the different life different life zones contrasts the different life contrast the different life zones zones zones

Common Core Writing The script clearly conveys The script conveys accurate The script somewhat The script and information Standard 4.2 accurate ideas and ideas and information conveys accurate ideas and are not accurate in information in answering in answering the Focus information in answering answering the Focus the Focus Question Question the Focus Question Question

Common Core Writing The script uses at least The script uses 3 key The script uses 2 key The script uses fewer than Standard 4.2.d 4 key vocabulary words vocabulary words vocabulary words 2 key vocabulary words accurately to support ideas accurately to support ideas accurately to support ideas somewhat accurately to and content and content and content support ideas and content Name Date Chapter 2 — Student Handout 6

Chapter 2 Test

True or False: Put an X beside the statements that are true.

_____a. Life zones are areas that have similar plants and animals.

_____b. Colorado has seven life zones.

_____c. Many animals wander from one zone to another.

_____d. The grasslands zone gets heavy rainfall.

_____e. Colorado’s life zones are easier to define by plant life than by animals.

_____f. The shrub and woodland plant life includes grass and woody plants, and brushes that grow close to the ground.

_____g. The forests of the alpine tundra provide food for mule deer, black bears, porcupines, and other animals.

_____h. Fierce winds make it impossible for plants to survive in the montane forest life zone.

_____i. Trees cannot grow above 11,000 feet in Colorado.

_____j. Colorado has a number of life zones because of the differences in rainfall and elevation from place to place.

Chapter 2: Colorado Life Zones Fill-in Chart: Fill in this chart. Name at least three plants and three animals you could find in each zone. Colorado’s Life Zones Zone Elevation Range Plant Life Wildlife Plains Grasslands

Shrub/ Woodland

Montane Forests

Subalpine Forests

Alpine Tundra

Matching: Match these key vocabulary terms and places with the correct descriptions. a. Tundra d. Drought b. Elevations e. Coniferous c. Precipitation ______This is the area above tree line where only low-growing plants and shrubs can survive because of the cold climate, frozen subsoil, and harsh winds. ______This is a long period of no or little rain. ______These are trees that produce cones, like pine and spruce trees.

Essay: Answer this question in an essay format (at least two paragraphs). Be sure to use topic sentences, specific examples and details, and a concluding sentence. How are plant and animal life different from one Colorado life zone to another? You may want to structure your essay by writing a paragraph for each life zone and describing how the zones are different from one another.

Chapter 2: Colorado Life Zones [Answer Key] Chapter 2 — Student Handout 6

Chapter 2 Test

True or False: Put an X beside the statements that are true.

[X] a. Life zones are areas that have similar plants and animals.

_____ b. Colorado has seven life zones.

[X] c. Many animals wander from one zone to another.

_____ d. The grasslands zone gets heavy rainfall.

[X] e. Colorado’s life zones are easier to define by plant life than by animals.

[X] f. The shrub and woodland plant life includes grass and woody plants, and brushes that grow close to the ground.

____ g. The forests of the alpine tundra provide food for mule deer, black bears, porcupines, and other animals.

____ h. Fierce winds make it impossible for plants to survive in the montane forest life zone.

[X] i. Trees cannot grow above 11,000 feet in Colorado.

[X] j. Colorado has a number of life zones because of the differences in rainfall and elevation from place to place.

Chapter 2: Colorado Life Zones Fill-in Chart: Fill in this chart. Name at least three plants and three animals you could find in each zone. Colorado’s Life Zones [Answers will vary] Zone Elevation Range Plant Life Wildlife Plains Grasslands

Shrub/ Woodland

Montane Forests

Subalpine Forests

Alpine Tundra

Matching: Match these key vocabulary terms and places with the correct descriptions. a. Tundra d. Drought b. Elevations e. Coniferous c. Precipitation [a] This is the area above tree line where only low-growing plants and shrubs can survive because of the cold climate, frozen subsoil, and harsh winds. [d] This is a long period of no or little rain. [e] These are trees that produce cones, like pine and spruce trees.

Chapter 2: Colorado Life Zones Chapter Early Hunters of Colorado 3 Teacher’s Guide

Focus Question: How did hunter-gatherers respond to changes in the environment?

The Big Idea from This Chapter: Colorado’s first people lived by hunting and gathering. Changes in the environment over time changed the way hunter-gatherers lived.

T eacher Content Background

The first inhabitants of Colorado are called the Paleo-Indians, or early Indian people. The first wave arrived in Colorado 12,000 to 15,000 years ago, having crossed the Bering Strait to Alaska a few thousand years earlier. These early people literally lived off the land. They hunted animals and gathered roots, seeds, edible plants, and berries. They lived primarily on the plains of eastern Colorado, venturing into the mountains during summer hunts. Some may have lived in sheltered mountain valleys and parks year-round. We know little about the first humans who arrived, as few Paleo-Indian artifacts have survived the passage of time. We have to depend mainly on the spear points, stone tools, and animal bones they left behind. Archaeologists call this the Clovis culture, named after spear points first discovered near Clovis, New Mexico. People of the Folsom and Plano cultures arrived somewhat later—10,000 to 7,000 years ago. The hunters and gatherers of the Archaic Period are more recent arrivals (7,000–2,000 years ago). We know somewhat more about them. Some evidence has survived of the shelters in which they lived. We know still more about the people of the Plains Woodland culture and the Upper Republican and Apishapa cultures (2,000–700 years ago). They depended more on gathering than on hunting, and they made clay pots as storage and cooking vessels.

55 Ovv er iew of Chapter 3 Lessons

In this chapter, students are introduced to how archaeologists think and reconstruct material culture. They begin by learning how to analyze artifacts in the Skills and Tools for Learning Chapter 3: Identifying and Interpreting Artifacts. Lesson 1 focuses on the Paleo-Indians, and students create trading cards about each of the three cultures—Clovis, Folsom, and Plano. In Lesson 2 students work in a group as archaeologists and learn about one of the later culture groups. They create 3-D artifacts from the assigned culture and explain what that artifact tells us about the culture. Students then analyze the other artifacts from the other cultures and use these clues to help describe the other culture groups. Lesson 3 asks the students to analyze how specific changes in the environment and technology impacted life for the early Indians. Students individually create an “Adaptations” flowchart, using the textbook and their knowledge from Lessons 1 and 2 to complete the diagram. This will also serve as a reference for the performance assessment or as a study guide for the traditional assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students create an illustrated and annotated time line of the early culture groups and their interaction with the environment. In the traditional assessment, students answer matching questions, fill in a chart, and write a response to an essay question about the early hunters and gatherers in Colorado. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 2.2.a. Describe how the physical environment provides opportunities for, and places constraints on, human activities.

Colorado Academic Standards in Social Studies Addressed 1.1.b. Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships. 2.2.c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.

56 Chapter 3: Early Hunters of Colorado Colorado Common Core Standards

Common Core Writing Standards Assessed 4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Common Core Reading Informational Text Standards Addressed 4.2. Determine the main idea of a text, and explain how it is supported by key details; summarize the text.

Tw enty-first-Century Skills Addressed and Assessed

Critical thinking

Key Vocabulary archaeologists, extinct, cultures, artifacts, gatherers, pottery, drought

Materials

Chapter 3 Student Handout 1: One per student Chapter 3 Student Handout 2: One per student Chapter 3 Student Handout 3: One per student Chapter 3 Student Handout 4: One per student—for performance assessment Chapter 3 Student Handout 5: One per student—for traditional assessment

Other Materials

• Three index cards per student • Colored pencils • String • Three shoeboxes • Natural material for students to use to create artifacts (if doing this in class instead of as homework). Suggested materials: small stones, clay, glue, paper, twine, cardboard, and similar items. • One piece of 11-inch × 17-inch white paper per student • Yardsticks

57 Chapter 3: Early Hunters of Colorado Extension Activities

1. Early Hunters of Colorado Display. Have students work in a group and create a 3-D display of early hunters showing the landscape, foliage, housing, tools, and similar elements. 2. Invite a local expert to talk with the students about the early hunter-gatherers from the specific area of Colorado in which your students live. They could bring artifacts like points, pieces of pottery, or arrowheads to share with the students.

Chapter 3 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 3: Identifying and Interpreting Artifacts. Have students identify the artifacts and write a paragraph explaining how they help describe the lives of the people who used the tools. Encourage the students to use these new interpretive skills as they work throughout this chapter.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: For the Before You Read activity, students create a four-column graphic organizer they will use as they read the chapter. The While You Read activity asks the students to fill in each of the four columns of their organizers to help them understand the differences between these cultures. In the After You Read activity, the class discusses the similarities and differences among the four big-game hunter cultures. Encourage the students to use notes from their four-column charts during the discussion.

Lesson 1 — Paleo-Indian Trading Cards

1. Begin with a mind-streaming strategy. Organize students into pairs. One person will begin and say as much as they can in one minute about the subject below. The other partner listens to the first speaker. Then they switch roles and the second person talks about the subject for one minute. Share out as a class. This helps build background knowledge about the subject before you introduce the early hunters of Colorado. Mind-Streaming Subject: What do you know about the first humans who lived in Colorado?

58 Chapter 3: Early Hunters of Colorado 2. Read the introduction to chapter 3 together as a class. Give students time to create the four-column graphic organizer to use during their study of the chapter. 3. Distribute Chapter 3 Student Handout 1 to each student, as well as three index cards. Go over the directions for this activity. Students can work with partners, but all students should complete three trading cards. 4. Students read the Clovis Culture, Folsom Culture, and Plano Culture sections. As they read, they should complete the first column of notes in their graphic organizer. 5. When they finish reading these sections, each student will create one trading card for each culture. 6. Give students time to share their trading cards with each other when they are completed.

Lesson 2 — Becoming an Archaeologist

1. Begin this lesson by reviewing with the students what archaeologists do, how they think, and the tools they use. 2. Organize students into three groups. Each group is going to focus on one of the three groups of prehistoric people found in Colorado after the Paleo-Indians. a. Group 1: Archaic Period b. Group 2: The Plains Woodland Culture c. Group 3: The Upper Republican and Apishapa Cultures 3. Distribute Chapter 3 Student Handout 2 to each group. Go over the directions as a class. Students are going to take on the role of an archaeologist who just discovered a community of hunter-gatherers in Colorado. 4. Have each group read its assigned section and complete the column notes for that culture group. 5. Part 1: Give students time in class, or assign for homework, to work on the 3-D artifacts they are going to include in the group’s shoebox. Students create the artifacts and then tie a label onto each artifact that explains what the artifact is, what clues tell us about the culture, and any other field notes that might be of importance. 6. Once all groups are finished with the reading, column notes, and artifacts, they should put all of their artifacts into a shoebox.

59 Chapter 3: Early Hunters of Colorado 7. Part 2: Have each group rotate to the next group’s box to analyze the artifacts and make an educated guess as to which culture group the artifacts came from. They will use their textbook for reference and record their findings on Chapter 3 Student Handout 2. 8. After all groups have analyzed each other’s artifacts, discuss each group as a class. Suggested discussion questions: What artifact from each group gave us clues about what they ate? What artifact from each group gave us clues about what their houses were like? What artifact from each group gave us clues about the landscape they lived in? Answers will vary. 9. Give students time to complete the four-column graphic organizer.

Lesson 3 — Adaptations

1. Ask students to brainstorm with a partner how they adapt to the physical environment. Have students share their answers with the class. Tell the students that this next lesson is about how the early hunter-gatherers were impacted by the environment and how their lives changed as the environment changed. 2. Distribute Chapter 3 Student Handout 3 to each person. Go over the directions for completing the diagram about the causes and effects of environmental and technological changes. 3. Students can work together, but each one should complete the diagram to have as a resource for the performance assessment or to use as a study guide for the traditional assessment.

Lesson 4 — Review, Reflect, and Respond

1. After students complete the diagram, ask them to Review, Reflect, and Respond to the Focus Question: How did hunter-gatherers respond to changes in the environment? a. Review: Give students 3–5 minutes to review their notes, the chapter, and the diagram. Ask students to think about what they have learned about the early hunter- gatherers in Colorado. b. Reflect: For groups of three or four students, instruct the students to have a mini-discussion about how early hunter-gatherers responded to the changes in the environment. c. Respond: Have students respond to the Focus Question in their notebooks. Make sure they fully answer the question.

60 Chapter 3: Early Hunters of Colorado Chapter 3 Assessments Chapter 3 Performance Assessment

1. Distribute Chapter 3 Student Handout 4 to each student. Each student should have the textbook, four-column graphic organizer, Becoming an Archaeologist Handout, and Cause and Effect diagram to use as references while working on the assessment. 2. Go over the directions, expectations, and rubric as a class. 3. Give each student one 11-inch × 17-inch piece of paper. Have students cut the paper in half lengthwise and tape the two ends together. This will make their time line about 34 inches long. If they need more space, they can attach another piece of paper. 4. Explain the difference between AD and BC. Anno Domini (AD) means “In the Year of Our Lord,” and BC means “Before Christ,” based on the Julian and Georgian Calendars. 5. Explain that the time line they are creating will represent just a portion of our state’s history (10,000 BC to AD 2000). Help students understand that when they read about something that occurred 10,000 years ago, they need to use their math skills to figure out that this would place the event in about the year 8000 BC. 6. Have students use yardsticks to draw a horizontal line down the middle of the 34-inch-long paper. 7. Again using yardsticks to measure, have students make a mark along the horizontal line every 2.5 inches, beginning 2 inches from the left edge and ending 2 inches from the right edge. They will have thirteen marks. 8. Have the students put 10,000 BC at the first mark, 9000 BC at the second mark, and so forth. AD 1 should fall at the eleventh mark and AD 2000 at the thirteenth mark. 9. Once the students have created the base for the annotated/illustrated time line, they can begin to add the events and analysis using the directions found on Chapter 3 Student Handout 4. 10. Give students time or have them complete the time line for homework.

Chapter 3 Traditional Assessment Distribute Chapter 3 Student Handout 5 to each student. Have the students complete the assessment.

61 Chapter 3: Early Hunters of Colorado 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 [Answer Key] 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 Chapter 3 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The time line clearly and The time line accurately The time line somewhat The time line does not Standards in Social Studies accurately describes how describes how the early accurately describes how accurately describe how 2.2.a the early people were people were impacted the early people were the early people were impacted by changes in the by changes in the impacted by changes in the impacted by changes in the environment environment environment environment

Common Core Writing The time line clearly The time line conveys The time line somewhat The time line lacks Standard 4.2 conveys accurate ideas and accurate ideas and conveys accurate ideas and accurate information information in answering information in answering information in answering in answering the Focus the Focus Question the Focus Question the Focus Question Question Name Date Chapter 3 — Student Handout 5

Chapter 3 Test

Matching: Archaeologists use clues to learn about the early people. Match the letters of the clues with the statements they support. There are more clues than statements.

CLUES a. Spear points and grinding stones under rock ledges b. Stone scrapers and bone needles c. Different kinds of spear points d. Bones of 190 ancient bison e. Stone points made out of mountain jasper and chert f. Smaller notched points g. Dinosaur bones h. Pieces of clay pots i. Graves j. Pits with corn

STATEMENTS 1. _____ Folsom people probably made clothing. 2. _____ Archaic Period hunters and gatherers had more permanent homes. 3. _____ Clovis, Folsom, and Plano people were different Paleo- Indian cultures. 4. _____ Archaic hunters ate smaller animals than earlier hunters did. 5. _____ Plano people lived in larger groups than earlier hunters did. 6. _____ Some Plains Woodland hunters traveled into the mountains in search of food.

Chapter 3: Early Hunters of Colorado Fill-in Chart: Fill in this chart. Colorado’s Early Hunters and Gatherers

Time Describe one artifact found Explain what that artifact tells Culture Groups Period from this group us about the culture group Paleo-Indians

Archaic Period

Plains and Woodland Culture

Upper Republican and Apishapa Cultures

Essay: Answer this question in an essay format (at least two paragraphs). Be sure to use topic sentences, specific examples and details, and a concluding sentence. How did hunter-gatherers respond to changes in the environment?

Chapter 3: Early Hunters of Colorado [Answer Key] Chapter 3 — Student Handout 5

Chapter 3 Test

Matching: Archaeologists use clues to learn about the early people. Match the letters of the clues with the statements they support. There are more clues than statements.

STATEMENTS 1. [b] Folsom people probably made clothing. 2. [j] Archaic Period hunters and gatherers had more permanent homes. 3. [c] Clovis, Folsom, and Plano people were different Paleo-Indian cultures. 4. [f] Archaic hunters ate smaller animals than earlier hunters did. 5. [d] Plano people lived in larger groups than earlier hunters did. 6. [e] Some Plains Woodland hunters traveled into the mountains in search of food.

Chapter 3: Early Hunters of Colorado Fill-in Chart: Fill in this chart. Colorado’s Early Hunters and Gatherers [Answers will vary] Time Describe one artifact found Explain what that artifact tells Culture Groups Period from this group us about the culture group Paleo-Indians

Archaic Period

Plains and Woodland Culture

Upper Republican and Apishapa Cultures

Chapter 3: Early Hunters of Colorado Chapter Basketmakers and Pueblo 4 Dwellers Teacher’s Guide

Focus Question: How was the Pueblo Dwellers’ way of life different from that of the hunter-gatherers?

The Big Idea from This Chapter: In southwestern Colorado, some hunter-gatherers became farmers and gardeners. Raising their own food changed many aspects of the way they lived.

T eacher Content Background

This chapter opens with the discovery of Cliff Palace by Richard Wetherill and Charlie Mason. It was a dramatic event in Colorado archaeology, as the European Americans of that time knew relatively little about the Ancestral Puebloan, or Anasazi, culture. However, students should not conclude that the Pueblo Dwellers were a “lost people” who came out of nowhere and returned to nowhere. The Mesa Verde people’s way of life evolved from the Basketmaker culture that preceded them. The stone-and-mortar house construction at Cliff Palace is only a step or two beyond the Basketmakers’ joined mud-wall houses. The pottery made by the two peoples was also similar, although Mesa Verde pottery was of much better quality. Both cultures had similar agricultural economies, in which hunting and gathering played a secondary role. Comparing the two cultures will help students understand both change and continuity over time. The students should also understand how various aspects of Mesa Verde culture were related to these people’s existence as sedentary farmers. Their fragile pottery, for example, was not suited to nomadic hunting. Their life revolved around the planting and harvesting seasons, the two most important times of the year.

75 While not a people lost in the past, the fate of the Pueblo Dwellers is something of a mystery. The mystery is not what happened to them. We know that they resettled in pueblos in the south and east. They are the ancestors of the Hopi, Acoma, Zuni, and Pueblo people in Arizona and New Mexico. This is why archaeologists call them the Ancestral Puebloans. Rather, the mystery is why they decided to leave the Four Corners area. They abandoned a place they had called home for several hundred years.

Ovv er iew of Chapter 4 Lessons

In this chapter, students learn about the changes that occurred during four historical periods and the impacts these changes had on the lives of the Ancestral Puebloans. Students begin with the Skills and Tools for Learning Chapter 4: Change and Continuity, where they are asked to think about how history is about change. In Lesson 1, students read the introduction to the chapter and discuss the names used for the people who lived in the Four Corners. Each student creates a pictoword, a symbolic representation, of the Pueblo Indians. In Lesson 2, students work in groups to read about one of the historical periods and prepare answers to interview questions. Then the class participates in an interview of the various groups to learn more about what life was like for people living during that time period. While the interviews are taking place, other groups listen and complete a graphic organizer that will help prepare them for both the performance and the traditional assessment. Lesson 3 looks at Puebloans today. Students read the last section of the chapter together; complete a Read, Reflect, and Respond activity; and create Then and Now illustrations. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students write four diary entries from the lives of four different people and time periods. In the traditional assessment, students answer matching questions, fill in a chart, and write an answer to an essay question about the Ancestral Puebloans in Colorado. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 2.2.c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.

76 Chapter 4: Basketmakers and Pueblo Dwellers Colorado Academic Standards in Social Studies Addressed 1.1.c. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. 1.2.b. Describe interactions among people and cultures that have lived in Colorado. 2.1.d. Illustrate, using Geographic Tools, how places in Colorado have changed and developed over time due to human activity.

Colorado Common Core Standards

Common Core Writing Standards Assessed W.4.3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Common Core Reading Informational Text Standards Addressed RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Tw enty-first-Century Skills Addressed and Assessed

Collaboration

Key Vocabulary

Anasazi, ancestors, Pueblo Indians, reservoir, descendants, native culture

Materials

Chapter 4 Student Handout 1: One per student Chapter 4 Student Handout 2: One per student Chapter 4 Student Handout 3: One per group and one teacher copy Chapter 4 Student Handout 4: One per student Chapter 4 Student Handout 5: One per student—for performance assessment Chapter 4 Student Handout 6: One per student—for traditional assessment

77 Chapter 4: Basketmakers and Pueblo Dwellers Other Materials

• Sticky notes for While You Read activity to decode the text • Computer and projector to project images of the Cliff Palace

Extension Activities

1. Create an illustrated time line of the four historical periods. Include descriptions of how people adapted to the environment and how doing so changed the way they lived. 2. Have students research the mystery as to why the Ancestral Puebloans moved away from this area. Using the scientific method, have students first write a question regarding this topic. Then they write down their hypothesis and predictions. After researching this topic, they summarize their conclusions. Have students present these conclusions to the class. 3. Read aloud Byrd Baylor’s When Clay Sings. Have a class discussion about what clay pots can tell others about a culture. 4. Visit the National Park Service website Teaching with Museum Collections at http://www.nps.gov/museum/tmc/docs/jb%20jan25%20Ancestral%20Pueblo%20 Tools.pdf. Included on this website are lesson plan ideas and access to photographs of artifacts found in Bandelier National Monument, which students can examine and analyze.

Chapter 4 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 4: Change and Continuity. Have students think about a major change in their own lives and share their ideas with a partner or small group. Remind students that history is about change, and, as they work throughout this chapter, they should be looking for the change and continuity that took place during this time period.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: For the Before You Read activity, students are asked to scan this chapter, paying attention to section headings, bold print, photos, captions, and drawings. This would be a good time to review with the students the organizational

78 Chapter 4: Basketmakers and Pueblo Dwellers features of nonfiction texts. Students create a concept map predicting what this chapter will be about. The While You Read activity asks the students to read and discuss with a partner, create sketches, and code the text with sticky notes. These literacy strategies will help students not only better comprehend the text but also gain a new perspective while working with a partner. The After You Read activity has students returning to the concept map and changing or adding information they learned while reading the chapter.

Lesson 1 — Pictowords 1. Project a large image of the Cliff Palace on the front board. The National Park Service has a good picture at http://www.nps.gov/meve/historyculture/cd_cliff_ palace.htm. Ask students to imagine they lived there about 1,400 years ago. Have students do a quick write in their notebooks describing what they think life would be like there. Prompt the students with questions like: How many people lived in this area? Where did everyone sleep? What did people eat? Why did they live in the cliff dwellings? Have volunteers share their responses with the class. 2. Tell the students that they are going to be learning about the people who lived in the Four Corners region nearly 1,400 years ago. 3. Read the introduction to the chapter together as a class. Discuss as a class. You might ask the students what they think it would have felt like to be Richard Wetherill and Charlie Mason when they discovered the cliff dwellings. 4. With a partner, have students read the section Ancient People of the Four Corners. Have the students discuss with their partners what the name “Ancestral Puebloan” means. 5. Distribute Chapter 4 Student Handout 1 to each student. Go over what a pictoword is and the example shown on the handout. How does the example show the meaning of the word? 6. Give students time to create their own pictoword of “Ancestral Puebloan.” They might consider using a dictionary to give them more information or details that they could include in their pictoword. 7. Have students share their pictowords with each other.

Lesson 2 — Ancestral Puebloan Interviews

1. Distribute Chapter 4 Student Handout 2 to all students. Go over the graphic organizer they are going to fill out while reading and completing the lessons in this chapter.

79 Chapter 4: Basketmakers and Pueblo Dwellers 2. Organize students into four groups. Each group is going to focus on one historical period and will read the corresponding section in the chapter. Have the students read the section and fill in their graphic organizer for the column associated with their historical period. 3. Distribute Chapter 4 Student Handout 3—one to each corresponding group. One person in the group should cut up the interview cards and distribute them evenly to the group members. 4. Students are going to take on the role of a person living in that community. Have students work with a partner from their group and answer the interview questions they were assigned. 5. Each student should be in charge of answering assigned questions, but each pair is responsible for making sure each partner has answered the questions accurately and uses enough detail and supportive evidence to completely answer the questions. 6. When all students have finished preparing for the interview, hold a mock interview session. 7. Have one group of students come to the front of the room. They are to take on the role of someone living during that time period. The teacher will ask a question of the group, and the student who has prepared for that question will answer. The teacher can use follow-up questions to challenge students to dig deeper and use more examples or details to support their answer. 8. Once one group has completed their interviews, they should take their seats and invite another group to come to the front of the room. 9. While the interviews are going on, students in the audience should fill out their Chapter 4 Student Handout 2. 10. Once all groups have completed the interview process, end by asking if students have any questions for any of the groups. This is the time for students to make sure they understand each group and have enough information that they can use for the assessments.

Lesson 3 — Then and Now

1. Read the last section of the chapter (The Pueblo People of Today) as a class. Brainstorm together a list on the front board of the way life has changed for descendants of the Pueblo Indians.

80 Chapter 4: Basketmakers and Pueblo Dwellers 2. Distribute Chapter 4 Student Handout 4. Go over the directions as a class. 3. Give students time to create illustrations of how life has changed for the Pueblo people. Have them share their illustrations with a partner or table group.

Lesson 4 — Review, Reflect, and Respond

1. When students finish with the illustrations and sharing with each other, ask them to Review, Reflect, and Respond to the Focus Question: How was the Pueblo Dwellers’ way of life different from that of the hunter-gatherers? a. Review: Give students 3–5 minutes to review their notes and the chapter. b. Reflect: In groups of three or four students, instruct the students to have a mini- discussion about how the Pueblo Dwellers’ way of life was different from that of the hunter-gatherers. c. Respond: Have students respond to the Focus Question in their notebooks. Make sure they fully answer the question. Students should write a complete paragraph answering this question using details from the previous lessons to support the ideas presented.

Chapter 4 Assessments Chapter 4 Performance Assessment

1. Distribute Chapter 4 Student Handout 5. Go over the directions with the students. 2. Have students begin by brainstorming what life was like for a person from each of the groups. Encourage students to use a web, outline, or other graphic organizer to help them organize their thoughts. 3. Students should begin to write a rough draft of their diary entries. When they complete a rough draft, have students peer-edit each other’s paragraphs, paying close attention to how well the student answered the inquiry question for all four groups. 4. Students can then write their final draft for submission.

Chapter 4 Traditional Assessment

Distribute Chapter 4 Student Handout 6 to each student. Have the students complete the assessment.

81 Chapter 4: Basketmakers and Pueblo Dwellers 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 [Answer Key] Chapter 4 — Student Handout 2

Ancestral Puebloan Graphic Organizer

Basketmaker Modified Basketmaker Developmental Pueblo Great Pueblo Time Period 2,000–1,000 years ago 1,550 to 1,250 years 1,250 to 900 years ago 900 to 700 years ago ago Food They Ate • Deer, rabbits, and • More reliance on • Mainly food they • Mainly food they other small game crops rather than grew—corn, squash, grew—corn, beans, • seeds, nuts, and hunting beans squash, and melons berries • corn Tools They • Baskets made of • Grinding stones • Planting sticks • Built a reservoir to Used willow and yucca used to grind corn • stone hoes fitted make sure they had fibers into cornmeal with wooden enough drinking • atlatls • pottery for cooking handles water; the reservoir • spears and carrying water • pottery for drinking held half a million • snares • large jars for storing mugs, pitchers, gallons of water • baskets lined with food canteens, and pitch from pine trees • baskets cooking pots to make waterproof • pens to keep turkeys containers to use for feathers Description of • Caves and under • Larger pithouses • Pueblos—stone • New pueblos that Houses and rock overhangs with more dwellings built at were 3–4 stories Buildings • huts underneath the comfortable living ground level high overhangs spaces—walls • small apartments • built pueblos on top • pithouses—one- plastered over with used mainly for of mesas room huts (domelike mud sleeping and storage • eventually built even structure) • kiva—underground larger cliff dwellings room used for • had load-bearing religious ceremonies walls and social events Clothing • Rounded sandals • Not discussed in • Square-toed sandals • Not discussed in with notch in front reading; probably • women wore aprons reading made from tough similar to the made of cotton cloth fiber from yucca Basketmakers • turkey feather plants blankets • women wore aprons • in winter, everyone wore blankets made of turkey feathers and/or rabbit fur Interesting [Answers will [Answers will [Answers will [Answers will Facts vary] vary] vary] vary] Symbol to [Answers will [Answers will [Answers will [Answers will Represent vary] vary] vary] vary] These People

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 alace?P in Cliff alace?P 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 Chapter 4 Performance Assessment Rubric Advanced Proficient Partially Proficient Incomplete Colorado Academic The diary entries clearly The diary entries show The diary entries The diary entries vaguely Standards in Social Studies and concisely show how humans adapted somewhat show how show how humans adapted 2.2.c how humans adapted to and modified their humans adapted to to and modified their to and modified their environment over time and modified their environment over time environment over time environment over time Common Core Writing The diary entries clearly The diary entries The diary entries The diary entries vaguely Standard 4.3 develop real or imagined develop real or imagined somewhat develop real develop real or imagined experiences using solid experiences using or imagined experiences experiences using little descriptive details and descriptive details and using some details and detail to address the Focus clear event sequences to event sequences to address events to address the Focus Question address the Focus the Focus Question Question Question Name Date Chapter 4 — Student Handout 6

Traditional Assessment

Matching—Vocabulary Development: Write the letter in the space that is the best definition of the vocabulary term. _____1. Anasazi a. A person from whom one is descended, or earlier relatives, such as grandparents and great-grandparents _____2. Reservoir b. A village or large community dwelling built by Indians of the American Southwest _____3. Native culture c. The ordw means “ancient enemies” _____4. Pueblo Indians d. A people’s way of life before newcomers arrive _____5. Ancestors e. A body of water stored in a natural or manmade lake _____6. Descendants f. Persons who are related to ancestors who lived before them

Chart: Complete this chart using specific details.

Modified Basketmaker Developmental Basketmaker Period Period Pueblo Period Great Pueblo Period Details about what they ate

Details about their buildings

Details about their tools

How they adapted to and/ or modified the natural environment

Essay: Answer this question in a paragraph, using details to support your ideas. How was the Pueblo Dwellers’ way of life different from that of the hunter-gatherers?

Chapter 4: Basketmakers and Pueblo Dwellers [Answer Key] Chapter 4 — Student Handout 6

Traditional Assessment

Matching—Vocabulary Development: Write the letter in the space that is the best definition of the vocabulary term. [c] 1. Anasazi a. A person from whom one is descended, or earlier relatives, such as grandparents and great-grandparents [e] 2. Reservoir b. A village or large community dwelling built by Indians of the American Southwest [d] 3. Native culture c. The word means “ancient enemies” [b] 4. Pueblo d. A people’s way of life before newcomers arrive [a] 5. Ancestors e. A body of water stored in a natural or manmade lake [f] 6. Descendants f. Persons who are related to ancestors who lived before them

Chart: Complete this chart using specific details [Answers will vary]

Modified Developmental Basketmaker Period Basketmaker Period Pueblo Period Great Pueblo Period Details about what they ate

Details about their buildings

Details about their tools

How they adapted to and/ or modified the natural environment

Essay: Answer this question in a paragraph, using details to support your ideas. How was the Pueblo Dwellers’ way of life different from that of the hunter-gatherers? [Answers will vary]

Chapter 4: Basketmakers and Pueblo Dwellers History Stand-Alone Lesson

Ovv er iew of History Lesson

This lesson introduces the students to what it means to think like a historian. The lesson begins by discussing what history is and then looks at what primary and secondary sources are. The students analyze primary sources and explain what they can learn from them. The lesson ends with students creating a personal time line to practice using the skills and tools historians use to study history.

Standards Addressed

1.1.b. Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships.

Key Vocabulary historian, primary sources, secondary sources, change, continuity, cause, effect, consequence, significance

Materials

History Student Handout: One per student

92 Lesson

1. Invite students to play the Is This History? game. Tell the students to give a thumbs up or a thumbs down if they think these statements are or are not “history.” a. Mining in the gold camps in the Colorado mountains in 1859? b. Ute Indians gathering food in Colorado before the introduction of horses? c. Plowing the fields in the San Luis Valley using oxen before the tractor was invented? d. Early farmers building a sod house in eastern Colorado? e. The building of Denver International Airport? f. Ask about something that happened very recently—even yesterday—in your community. 2. Of course, these are all examples of history, as history is everything that happened in the past—even yesterday! Tell the students that they are going to learn how to think like a historian and use tools historians use to gather evidence about a historical period or event. 3. Read the first section of History—a Way of Knowing and Thinking. Read the first section, What Is History, as a class. Discuss. 4. Distribute History Student Handout to each student. Students will work in pairs and read the next section, History as Inquiry, together. Using the handout, students will analyze the primary source resources from this section. They will answer the eight questions found on the handout for each of the resources. It might be helpful, depending on the class, to model how to analyze one of the artifacts by answering the eight questions together as a class. Then have the pairs finish analyzing the rest of the resources. 5. When all pairs finish analyzing the primary resources, have each pair share their findings with another pair (a group of four). 6. Read the third section, Historical Thinking, together as a class. Have students think about a change they have personally experienced in the last year. Have them share with a partner what that change was and the consequence of that change. Give the students an example to get them thinking. For example, someone might have moved to a different house in the last year. One of the consequences of moving is that they don’t have to take the bus to school anymore because they can walk to school. The significance is that the student will now get more exercise. Tell them that historians want to learn about the changes in history, the consequences, and the significance of those changes.

93 History Stand-Alone Lesson 7. Finish reading the last section together as a class. Go over what a time line is and how to read and create one. Point out the importance of eras to cluster similar events into one era. 8. Have students create a time line of their own lives in their notebooks. They should begin with their birth and include major changes up to fourth grade. They should also include the years these changes occurred. Once they have created a time line, ask them if they can come up with any eras in their personal time line. An example of an era could be “toddler era” when they were walking and talking a little bit. 9. End this lesson by explaining to the students that they are going to have to think like a historian in the next chapters of Discover Colorado. Beginning with chapter 5, students are going to try to master the skills of analyzing primary and secondary sources, just as historians do.

94 History Stand-Alone Lesson 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 Chapter The Ute Indians 5 Teacher’s Guide

Focus Question: How did horses change the Utes’ way of life?

The Big Idea from This Chapter: The Utes were hunter-gatherers who began to use horses. While they remained hunter-gatherers, horses made some important changes in the way they lived.

T eacher Content Background

The Utes are Colorado’s longest residents, having arrived sometime before the Ancestral Puebloans left. But unlike the Pueblo Dwellers, they did not settle down as farmers. The Utes were hunters and gatherers. Most of them resisted the idea of becoming farmers until after they were forced to move to reservations. Still, their culture did change over time. Having students understand the importance of the horse in Ute society is a major objective of this chapter. The horse was not only a reliable means of transportation; it was also a powerful agent of cultural change. Horses changed the Utes’ diet by making buffalo easier to hunt. Having more food available expanded the Utes’ social circles. It allowed them to live in larger bands. As a result, a more complex system of leadership and authority also emerged. For the Utes, horses—not farming—were the key to a better life. Not all of Colorado’s Indian peoples were alike. The Ancestral Puebloans and the Utes had very different ways of life. This reflects, in part, their very different sets of values. Learning about the Utes should help students understand cultural diversity. It does not just mean that Indian people were different from the European Americans who later settled in Colorado. Native American groups also had very different cultures.

96 Ovv er iew of Chapter 5 Lessons

In this chapter, students are introduced to the Ute people and how the introduction of horses changed the way they lived. Beginning with the Skills and Tools for Learning Chapter 5: Learning through Inquiry, students learn about the power of inquiry by addressing a question about the change in Ute shelters as a result of the introduction of horses. Lesson 1 focuses on the Ute ways of life, as students role-play the life of Utes in the past as well as today. In Lesson 2, students practice writing inquiry questions about the Utes and then work with a partner to research those questions and find the answers. Lesson 3 asks the students to create a graphic organizer to help answer the Focus Question in Chapter 5. Then the students come together in groups of four and create a mural dictating life before and after horses. This will help students visualize the impact of horses and help solidify their answer to the Focus Question. These lessons will help the students prepare for the final chapter assessments. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students write historical journal entries from the perspective of the Utes using the textbook, their notes, and the graphic organizer for reference. In the traditional assessment, students answer matching questions, fill in a chart, and write an answer to an essay question about the impact of horses. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.1.c. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado.

Colorado Academic Standards in Social Studies Addressed 2.2.a. Describe how the physical environment provides opportunities for, and places constraints on, human activities. 2.2.d. Describe how places in Colorado are connected by the movement of goods and services and technology.

97 Chapter 5: The Ute Indians Colorado Common Core Standards

Colorado Common Core Standards Assessed 4.3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Colorado Common Core Reading Informational Text Standards Addressed 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Tw enty-first-Century Skills Addressed and Assessed

Information literacy

Key Vocabulary tribe, Navajo, travois, extended families, bands, reservations

Materials

Chapter 5 Student Handout 1: One per student Chapter 5 Student Handout 2: One per student Chapter 5 Student Handout 3: One per student Chapter 5 Student Handout 4: One per pair Chapter 5 Student Handout 5: One per student Chapter 5 Student Handout 6: One per student—for performance assessment Chapter 5 Student Handout 7: One per student—for traditional assessment

Other Materials

• Large sheets of butcher paper • Poster paints—various colors • Paintbrushes • Pencils • Plain paper for historical journals for the performance assessment • Computers and/or books about the Utes

98 Chapter 5: The Ute Indians Extension Activities

1. Have students create a time line. Information from this chapter includes events from AD 1300 to the present. Have students list the important events discussed in this chapter. Have students add these events to the time line. Students could make this an illustrated time line and include illustrations for all of the events. 2. Have students read The Night the Grandfathers Danced by Linda Theresa Raczek. It is about the Bear Dance and the Ute community.

Chapter 5 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 5: Learning through Inquiry. Ask the question, How did getting horses change the Utes’ way of life? Students compare wickiups and tepees and how the use of horses changed the Utes’ way of living. Students practice writing inquiry questions in Lesson 2 of this chapter. Inquiry is the heart of the textbook and the teacher’s guide. Each chapter begins with an inquiry question. Students analyze these questions throughout the chapters and respond to the questions at the end of the chapters.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: For the Before You Read activity, students use the concept of inquiry questions by skimming the chapter and coming up with questions they have about the chapter. The While You Read activities draw upon the background information they learned in chapter 2; students then create Venn diagrams about life before and after the introduction of horses. Students also use sticky notes to code the text, identifying text-to-text, text-to-self, and text-to-world connections. In the After You Read activity, students use textual evidence to support their thoughts about the chapter.

Lesson 1 — Role-Play

1. Ask students to stand if they were born in Colorado. Have them remain standing if their parents were also born and raised in Colorado. Ask students to remain standing if their grandparents were born and raised in Colorado. Once all students

99 Chapter 5: The Ute Indians are seated again, ask students what group of people has lived in Colorado the longest. Have them brainstorm ideas. 2. Read the introduction section of chapter 5 together. Ask the students where in Colorado the Utes lived. Answer: The Western Slope to the eastern plains; they camped in the southern part of the state and also lived in the mountains. 3. Explain to students that they are going to create a skit about the life of the Utes. Distribute Chapter 5 Student Handout 1 to each student. Go over the directions together. 4. Organize students into four groups. Each group is going to focus on one aspect of the life of the Utes. a. Group 1: The Search for Food b. Group 2: Clothing and Shelter c. Group 3: Families, Community Life, and Government d. Group 4: Utes Today 5. Have students read over the different roles and decide who will perform which role. 6. Groups read their assigned section and complete the concept map to help them determine the main ideas and supporting details. 7. Groups will then begin writing the script, creating the props, and practicing the skit. One student in each group will need access to a computer so they can type the script for the rest of the group. 8. Distribute Chapter 5 Student Handout 2 to each student. They should fill out this graphic organizer while other groups are presenting their skits. Have each group perform its skit for the class.

Lesson 2 — Inquiry Questions

1. Begin by asking students to make a list of other things they wonder about or still have questions about regarding the Utes. They can refer to the last column in the graphic organizer they created in Lesson 1 to give them some ideas. 2. Have students, with a partner, share their lists with each other. 3. Distribute Chapter 5 Student Handout 3 to each student. Go over the directions with the students on how to write good inquiry questions.

100 Chapter 5: The Ute Indians 4. Have each student write three questions they have about the Utes. 5. Once students complete the questions, have them share them with a partner. They should help each other rewrite or edit the questions to make them good inquiry questions. 6. Have each pair choose one question between the two of them that they will focus on. They are going to use books and/or the Internet to try to find the answer to their question. 7. Distribute Chapter 5 Student Handout 4 to each pair. Have them write down the question they are going to research. 8. Students will need access to computers and/or books to help them research the answer to the question. 9. Give students time to research and write down the answer with a partner. 10. If time permits, have students share their questions/answers with the class.

Lesson 3 — Group Mural: Before and After Horses

1. Distribute Chapter 5 Student Handout 5 to each student. Organize students into small groups of four or five. Go over the directions on the handout. Students are first going to complete the graphic organizer using the resources from the chapter—the textbook, their concept maps, and their notes. 2. Tell the students they must work together to design a painted mural to show how the Utes’ lives changed after they had horses. 3. The uralm should be divided into two sections—Before Horses and After Horses— clearly labeled. 4. Allow time for each group to present their finished product to the class.

Lesson 4 — Review, Reflect, and Respond

1. After students complete the murals, ask them to Review, Reflect, and Respond to the Focus Question: How did horses change the Utes’ way of life? a. Review: Give students 3–5 minutes to review their notes, the chapter, and the graphic organizer on how horses changed the Utes’ way of life.

101 Chapter 5: The Ute Indians b. Reflect: For groups of three or four students, instruct the students to have a mini- discussion about how horses changed the Utes’ way of life. c. Respond: Have students respond to the Focus Question in their notebooks. Make sure they fully answer the question.

Chapter 5 Assessments Chapter 5 Performance Assessment

1. Distribute Chapter 5 Student Handout 6, and go over the instructions for writing the historical journal entries. Make sure students have access to the resources while they write the journals (such as the textbook, notes, graphic organizers). 2. Students can make their own journals by taking some plain paper and folding it in half. Let them decorate the front cover, if they want. 3. Give students time in class to complete the assessment, or have them complete it for homework.

Chapter 5 Traditional Assessment

Distribute Chapter 5 Student Handout 7 to each student. Have the students complete the assessment.

102 Chapter 5: The Ute Indians 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 Chapter 5 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The journal entries clearly The journal entries The journal entries The journal entries do not Standards in Social Studies and accurately describe accurately describe how somewhat accurately accurately describe how 1.1.b how life changed for life changed for the Utes describe how life changed life changed for the Utes the Utes following the following the introduction for the Utes following the following the introduction introduction of horses of horses introduction of horses of horses

Common Core Writing The journal entries The journal entries use The journal entries use The journal entries use Standard 4.3 use descriptive details some descriptive details some descriptive details very few descriptive and effective writing and effective writing and show some writing details and limited writing techniques to answer the techniques to answer the technique to answer the technique to answer the Focus Question Focus Question Focus Question Focus Question Name Date Chapter 5 — Student Handout 7

Chapter 5 Test

Key Terms: Match the key term with the correct definition. _____1. Tribe a. Huts made of grass and tree limbs _____2. Navajo b. Land set aside as spaces for American Indians _____3. Wickiups c. Large group to which Indians belong _____4. Extended family d. Name of an Indian group from New Mexico _____5. Band e. A small group of Indians who lived together _____6. Reservations f. A family made up of parents, children, and other close relations

Clothing and Shelter

Family, Community Life, and Government

Essay: Answer this question in an essay format (at least two paragraphs). Be sure to use topic sentences, specific examples and details, and a concluding sentence. How did horses change the Utes’ way of life?

Chapter 5: The Ute Indians [Answer Key] Chapter 5 — Student Handout 7

Chapter 5 Test

Key Terms: Match the key term with the correct definition. [c] 1. Tribe a. Huts made of grass and tree limbs [d] 2. Navajo b. Land set aside as spaces for American Indians [a] 3. Wickiups c. Large group to which Indians belong [f] 4. Extended family d. Name of an Indian group from New Mexico [e] 5. Band e. A small group of Indians who lived together [b] 6. Reservations f. A family made up of parents, children, and other close relations

Fill-in Chart: Fill in this chart. Write specific details in the chart to explain life before and after the introduction of horses. The Utes’ Way of Life Life before Horses Life with Horses The Search • Moved with the seasons • Horses made it easier to hunt bison for Food • hard to find food • they used all of the bison for food, • Green plants, roots, grass seeds, clothing, and tools chokecherries, serviceberries, elderberries, nuts, seeds, and every once in a while bison, deer, and rabbit Clothing • Clothing made from deer hides • Trading with the Navajo and the Spanish and Shelter • traded deerskin for corn, pots, and knives gave the Utes cotton • made clothes from doeskin and buckskin • women wore cotton dresses • lived in wickiups • wool was also traded in exchange for deerskins • bison gave the Utes hides they used to make tepees, which they could move more easily with the horses Family, • Lived in family groups—extended families • Camps got bigger because hunting bison Community • large family groups were useful for gave them more meat to feed more people Life, and hunting and gathering food • the horse allowed people to travel further Government • Ute camps were small because they could for special events like the Bear Dance or only find enough food to feed a couple of other religious and social events families

Chapter 5: The Ute Indians Chapter The Plains Indians 6 Teacher’s Guide

Focus Question: How did the Plains Indians create a way of life based on hunting bison on horses?

The Big Idea from This Chapter: Before they obtained horses, Indians who moved to the plains of Colorado had lived either as hunter-gatherers or as farmers. On the plains they created a totally new way of life based on hunting bison with horses.

T eacher Content Background

The Arapaho and Cheyenne were the most recent Indian tribes to inhabit the plains of eastern Colorado. They were the last of several Native American peoples who migrated to the high plains to hunt bison. Their horse- and bison-centered way of life is also the Indian culture that is probably most familiar to students. When they think of American Indians, they most likely think of tepees, chiefs in war bonnets, and bow-and-arrow– wielding Indians racing across the plains on horseback. These stereotypical images are part of the American folklore. The main purpose of this chapter is to help students understand that the Plains Indians did not live the way they did for the sheer excitement and romance of it all. It was a reasonable and very logical way to survive on the high plains. This chapter looks especially at the tepee, village routine, training of children, buffalo hunt, and war party. These aspects of Indian life were interrelated and mutually supportive. Given the necessity of living by hunting bison, each made “good sense.” Simply put, it is hoped that students will understand that a way of life that now seems so romantic and glamorous was at one time a very practical way to live.

113 Ovv er iew of Chapter 6 Lessons

In this chapter, students are introduced to the different tribes who became known as the Plains Indians. In Lesson 1, students read the first section of the chapter and create an annotated time line of the Plains Indians in Colorado, showing where the tribes came from and where they eventually settled in Colorado. Lesson 2 gives students an opportunity to read a Cheyenne story and reflect on the impacts the bison had on communities. In Lesson 3, students create a museum display about an aspect of the Plains Indians’ lives. They work with a partner or by themselves and use the textbook as well as other research to provide the background for their project. Then they become museum curators and create a display that will go in the class museum exhibit about the Plains Indians of Colorado. Students learn from each other’s displays and take notes that will help them with the final assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students write an article for a newspaper that reviews the class museum exhibit and also answers the Focus Question. In the traditional assessment, students answer matching questions, fill in a chart, and write an answer to an essay question about the impact of bison on the lives of the Plains Indians. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.1.d. Identify and describe how major political and cultural groups have affected the development of the region.

Colorado Academic Standards in Social Studies Addressed 2.2.b. Explain how physical environments influenced and limited immigration into the state. 3.2.a. Define choice and opportunity cost. 3.2.c. Give examples of the opportunity costs for individual decisions.

114 Chapter 6: The Plains Indians Colorado Common Core Standards

Common Core Writing Standards Assessed 4.2. Write information/explanatory texts to examine a topic and convey ideas and information clearly.

Common Core Reading Informational Text Standards Addressed 4.9. Integrate information from two texts on the same topic to write or speak about the subject knowledgeably.

Tw enty-first-Century Skills Addressed and Assessed

Self-direction

Key Vocabulary bands, raid, villages, scout, reservation, rawhide, tribal government, powwow

Materials

Chapter 6 Student Handout 1: One per student Chapter 6 Student Handout 2: One per student Chapter 6 Student Handout 3: One per student Chapter 6 Student Handout 4: One per student Chapter 6 Student Handout 5: One per student Chapter 6 Student Handout 6: One per student Chapter 6 Student Handout 7: One per student—for performance assessment Chapter 6 Student Handout 8: One per student—for traditional assessment

Other Materials

• Access to computers and other resources for the research project • If creating the museum display in class rather than as homework, supplies for the displays

115 Chapter 6: The Plains Indians Extension Activities

1. Have students look at the similarities and differences among the Pueblo Dwellers, the Utes, and the Plains Indians after examining the previous three chapters. Have students discuss where they lived, what they ate, what they lived in, animals they used, tools they used, how the children learned, and how the children played.

Chapter 6 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read Skills and Tools for Learning Chapter 6: Weighing Costs and Benefits. The Cheyenne had to weigh the costs and benefits of moving west. Ask the students to discuss with a partner decisions they have had to make lately. They should discuss the costs and the benefits of making those decisions. Have volunteers share ideas with the class. Ask the students if they had been a Cheyenne living along the Missouri River in the 1770s, would they have made a similar decision to move? Why or why not?

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: In the Before You Read activities, students are asked to brainstorm what they know about the Plains Indians of Colorado and then come up with a list titled “What I Wonder” so they have a goal as they begin reading. In the While You Read activities, students create two types of note taking: Separate Topic Columns, which facilitates visual comparisons among topics, and Side Column Topics with note taking in the right column, which gives students practice taking notes on topics in the sequence in which the text presents them. In the After You Read activities, students return to their “What I Wonder” list and make sure they were able to answer their questions. If not, students can do research to try to answer their questions. The last activity asks students to get into groups and create a poster about the Plains Indians’ everyday life.

116 Chapter 6: The Plains Indians Lesson 1 — Who Are the Plains Indians?

1. Ask the students to brainstorm these questions: Who are the Plains Indians? Why did they come to Colorado, and where did they live? 2. Have students share their ideas with the class. What do they know about the Plains Indians? 3. In this lesson, students are going to learn about the different Indians who inhabited the Eastern Plains of Colorado, the conflicts that arose between them, and where they lived after peace was settled. 4. Have the students read aloud the first section of the chapter, The Plains Tribes. You can do this as a whole class, in small groups, or individually. 5. Distribute Chapter 6 Student Handout 1 to each student. Have students go back through the first section of reading and complete the annotated time line about the Plains Indians with a partner. 6. Have each pair share answers with another pair to check for comprehension. 7. Share out as a class.

Lesson 2 — Seven Stars in the Sky: A Cheyenne Story

1. Discuss with students the idea of a pour quoi tale. Pour quoi is French for why. The students are going to read a pour quoi Cheyenne story. For the Cheyenne, storytelling was not only entertainment but a way to keep the history and traditions of the tribe alive. Some men and women were especially good storytellers and were very much in demand. Some stories were private property. They belonged to a particular family, and only a member of that family was allowed to tell them. They were carefully passed down to each generation. Here is a description of an evening of storytelling:

When a man desired to have stories told in his lodge for entertainment at night, he sent to some old man well known as a storyteller, a message asking him to come to his lodge and eat . . . Meantime the news that such a man was to tell stories at this lodge had gone through the camp and very likely many people gathered there to listen . . . Certain stories were told in sections. A short story might be told, and at a certain point the narrator stopped and after a pause said, “I will tie another one to it.” Then there was a long pause as the pipe was perhaps lighted and smoked, and a little conversation was had; then the storyteller began again, and told another section of

117 Chapter 6: The Plains Indians the tale, ending as before. Such stories were often told in groups of four or six, and might last all night. At less formal gatherings a man might tell a story, and when it was finished might say: “The story is ended. Can anyone tie another to it?” Another man might then relate a story, ending it with the same words, and so stories might be told all about the lodge. —George Bird Grinnell, The Cheyenne Indians: Their History and Ways of Life, vol. 1 (New Haven, CT: Yale University Press, 1923), p. 38

2. Distribute Chapter 6 Student Handout 2 to each student. Have students read the story aloud to each other in small groups. 3. Once students finish eadingr the story, have them discuss the WHAT this story is describing. Discuss as a class why this is a pour quoi tale. 4. Have students look back through the story and write down examples of how the buffalo impacted the Indians. From this story, what can we learn about how they felt about the buffalo (bison)? 5. If time permits, have students write their own pour quoi tale and share with the class.

Lesson 3 — Museum Exhibit

1. Ask students to raise their hand if they have ever been to a museum. Have them think about the different kinds of exhibits or displays they saw or experienced at the museum. Then have students share as a class some of the different kinds of exhibits. Brainstorm as a class, and take notes on the whiteboard. Some possible answers are: artifacts, diorama, video, audio, PowerPoint presentations, primary sources—like letters, newspapers, photographs, and similar items. Some of the newer history museums like History Colorado have interactive exhibits where the museumgoer actually experiences part of the history, such as being in a mine shaft, selling eggs at the local store in Keota, or downhill skiing, using a computer simulation. 2. Students are going to create a display for the class museum exhibit on the Plains Indians. 3. Distribute Chapter 6 Student Handout 3 to each student. You can have the students work individually on this project or with a partner. Have students look over the possible museum display options. Allow students to choose the option they would like to create. Make sure there is only one student or partner per option so there will be a variety of displays for the exhibit.

118 Chapter 6: The Plains Indians 4. Distribute Chapter 6 Student Handout 4 to each student. Go over the expectations for this assignment. 5. Distribute Chapter 6 Student Handout 5 to each student. They should use this graphic organizer to keep track of their notes as they research their assigned topic. 6. Students should begin by using the textbook, Discover Colorado, to gather as much information as they can. Then they can use resources from the library and the Internet to gather information about their topic. 7. Once they have gathered enough information, students should brainstorm the most effective ways to display this information. 8. Give students time in class, or have them complete the actual display as homework. 9. On the actual museum exhibit day, have students set up their displays around the room or in another room in the school. They should make sure their display is easy to read and includes their name. 10. Distribute Chapter 6 Student Handout 6 to each student. The students will visit all the displays created by their peers. They should fill out the chart to help them keep track of the information they learn from these displays. Debrief museum displays as a class.

Lesson 4 — Review, Reflect, and Respond

1. After students participate in and debrief following the class museum exhibit, ask them to Review, Reflect, and Respond to the Focus Question: How did the Plains Indians create a way of life based on hunting bison on horses? a. Review: Give students 3–5 minutes to review their notes, the chapter, and the graphic organizer about how hunting shaped the Plains Indians’ way of life. b. Reflect: In groups of three or four students, instruct the students to have a mini- discussion about how bison hunting shaped the Plains Indians’ way of life. c. Respond: Have students respond to the Focus Question in their notebook. Make sure they fully answer the question.

119 Chapter 6: The Plains Indians Chapter 6 Assessments Chapter 6 Performance Assessment

1. Distribute Chapter 6 Student Handout 7 to each student. Students are going to write a review of the museum exhibit on the Plains Indians after attending the exhibit. Go over the expectations for this assessment as well as the rubric. Students should write a first draft of this review, have someone edit it (peer editing), and then write a final draft, making sure they address the Focus Question: How did the Plains Indians create a way of life based on hunting bison on horses? 2. Give students time to type the final drafts in class.

Chapter 6 Traditional Assessment

Distribute Chapter 6 Student Handout 8 to each student. Have the students complete the assessment.

120 Chapter 6: The Plains 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 Chapter 6 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The newspaper article The newspaper article The newspaper article The newspaper article does Standards in Social Studies clearly and accurately accurately describes how somewhat accurately not accurately describe 1.1.d describes how hunting hunting bison on horses describes how hunting how hunting bison on bison on horses changed changed the way of life of bison on horses changed horses changed the way of the way of life of the the Plains Indians the way of life of the life of the Plains Indians Plains Indians Plains Indians

Common Core Writing The newspaper article The newspaper article uses The newspaper article The newspaper article Standard 4.2 clearly uses many details some details and evidence uses few details and little does not use details and and much evidence to to answer the Focus evidence to answer the evidence to answer the answer the Focus Question Question Focus Question Focus Question Name Date Chapter 6 — Student Handout 8

Chapter 6 Test

Part 1: Put an X by the statements that describe the early life of the Plains Indians. 1. _____They moved with the bison. 2. _____They lived in small villages. 3. _____The children learned by going to school. 4. _____The bison were important to their way of life. 5. _____The women worked very hard. 6. _____They worked all the time and never had time to play or enjoy themselves. 7. _____They once used sign language to communicate with one another. 8. _____Children’s games were an important part of their learning. 9. _____Old people were treated well and were thought to be wise. 10. _____They did not like living in tepees. 11. _____They sometimes raided each other’s villages. 12. _____They were hunters and gatherers. 13. _____They got horses from Chicago. 14. _____They did not hunt bison until they had horses. 15. _____They lived in western Colorado.

Part 2: Sketch a scene that shows how Plains Indians hunted bison before they had horses.

Part 3: Sketch a scene that shows how Plains Indians hunted bison after they had horses.

Essay: Answer the Focus Question using details you learned from this chapter: How did the Plains Indians create a way of life based on hunting bison on horses? Be sure to include examples of shelter, food, clothing, and the movement of villages.

Chapter 6: The Plains Indians [Answer Key] Chapter 6 — Student Handout 8

Chapter 6 Test

Part 1: Put an X by the statements that describe the early life of the Plains Indians. 1. [X] They moved with the bison. 2. [X] They lived in small villages. 3. _____The children learned by going to school. 4. [X] The bison were important to their way of life. 5. [X] The omenw worked very hard. 6. _____They worked all the time and never had time to play or enjoy themselves. 7. [X] They once used sign language to communicate with one another. 8. [X] Children’s games were an important part of their learning. 9. [X] Old people were treated well and were thought to be wise. 10. _____They did not like living in tepees. 11. [X] They sometimes raided each other’s villages. 12. [X] They were hunters and gatherers. 13. _____They got horses from Chicago. 14. _____They did not hunt bison until they had horses. 15. _____They lived in western Colorado.

Part 2: Sketch a scene that shows how Plains Indians hunted bison before they had horses. [Answers will vary] Part 3: Sketch a scene that shows how Plains Indians hunted bison after they had horses. [Answers will vary]

Chapter 6: The Plains Indians Chapter The Pathfinders 7 Teacher’s Guide

Focus Question: For what reasons did explorers, trappers, and traders come to Colorado, and how were they different?

The Big Idea from This Chapter: The first European and American explorers, as well as trappers and traders, moved to Colorado for very different reasons.

T eacher Content Background

This chapter introduces students to the first Europeans and Americans from the East to arrive in Colorado. Some were explorers who merely passed through the area. Others were trappers who remained long enough to kill off most of the region’s beaver. Still others opened trading posts to exchange trade goods with the Indians for bison hides. This trade both benefited and hurt the Plains Indians. Knives, pots, and other metal trade goods made life easier for them. Killing bison for the commercial value of their hides rather than for food, as well as a growing dependence on American whiskey, was not beneficial. While few of the outsiders settled in Colorado, they were pathfinders for those who did later.

Ovv er iew of Chapter 7 Lessons

In this chapter, students go to five different stations to learn about the pathfinders and why they moved to Colorado. At each of the stations, students read a corresponding section from the textbook and complete an activity. Throughout all the stations, students complete a graphic organizer to keep notes and synthesize the information from each station. This graphic organizer as well as the station activities helps prepare them for the performance and the traditional assessment.

134 There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students work in a group to create a magazine about Colorado pathfinders, yet each student will be responsible for writing one of the articles. Each article helps address the Focus Question. In the traditional assessment, students answer true/false, short answer, paragraph, and an essay question about why the pathfinders moved to Colorado. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.1.b. Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships.

Colorado Academic Standards in Social Studies Addressed 2.2.b. Explain how physical environments both influenced and limited immigration into the state. 2.2.d. Describe how places in Colorado are connected by the movement of goods and services and technology.

Common Core Standards

Common Core Standards Assessed 4.1.b. Provide reasons that are supported by facts and details.

Common Core Reading Informational Text Standards Addressed 4.9. Integrate information from two texts on the same topic to write or speak about the subject knowledgeably.

Tw enty-first-Century Skills Addressed and Assessed

Information literacy

135 Chapter 7: The Pathfinders Key Vocabulary

European, trappers, pathfinders, precious metals, expeditions, rendezvous,trading posts, adobe

Materials

Chapter 7 Student Handout 1: One per student Chapter 7 Student Handout 2: One per student Chapter 7 Student Handout 3: One per student Chapter 7 Student Handout 4: One per student Chapter 7 Student Handout 5: One per student Chapter 7 Student Handout 6: One per student Chapter 7 Student Handout 7: One per student Chapter 7 Student Handout 8: One per student Chapter 7 Student Handout 9: One per student Chapter 7 Student Handout 10: One per student—for performance assessment Chapter 7 Student Handout 11: One per student—for traditional assessment

Other Materials

• Access to computers for Station 5 and for the performance assessment • Lined paper for journal entries at Station 2 • Halves of plain sheets of paper for advertisements at Station 3 • Colored pencils for use at Station 3 • Books and periodicals about the pathfinders for Station 5

Extension Activities

1. Have students research the different reenactments that occur in Colorado or ask a local reenactment group or person to come to the school and share with students the pathfinders’ life. 2. Have students create a model of Bent’s Fort. They can use modeling clay, fabric strips, sticks, small stones, and other materials.

136 Chapter 7: The Pathfinders Chapter 7 Lessons

Skills and Tools for Learning: To begin this chapter, have the students read the primary source and secondary account in the Skills and Tools for Learning feature. The primary source describes the countryside the Dominguez-Escalante expedition passed on August 9, 1776. The secondary account is historian Hubert Howe Bancroft’s summary of Escalante’s descriptions of the countryside he passed through in early August. Have students discuss the differences between the two. It is important for students to understand that both primary sources and secondary accounts are valuable in explaining what happened in the past. You can help them understand that each has its place by asking: If you wanted to learn about an explorer’s journey through Colorado, why would you use a secondary account instead of a primary source? Why might you find a primary source more useful? The answer depends on a student’s purpose. Reading a secondary account would be the easiest way for the student to find general information about the journey. A primary source would be more useful if the student was interested in the explorer’s point of view or observations. Understanding the differences and the benefits of each will help students with the chapter 7 station activities as well as the assessment.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: While students work through this chapter, they will be completing a three-column Pathfinders Chart in their notebooks. Help students understand that they may use just words or phrases to answer the While You Read questions in the columns. Students will answer questions in each of the first sections in this chapter. Answers can then be used to add to their Pathfinders Chart. Students are asked to study photos and illustrations of Bent’s Fort and take notes about why they think it was designed as it was. In the After You Read activities, students will use quotations from the chapter to support their opinions about which pathfinders were most successful in accomplishing their goals. Students will write a paragraph supported by quotations that will help prepare them for the performance assessment.

137 Chapter 7: The Pathfinders Lesson 1 — Who Were the Pathfinders?

1. Ask students what they think a pathfinder is. Can they break down the word into two words? Have each student jot down their definition in their notebook. Have students share their definitions and then go over the actual definition: a person who discovers or finds his or her way into an unexplored region. 2. Have students brainstorm with a partner who might be pathfinders in Colorado. What kind of people came to Colorado before it was “explored”? Students can look through the first six chapters of the textbook to see if they can find people who might be considered pathfinders. Also ask students who might be pathfinders in the recent past or today. You might encourage students to think about people like Scott Carpenter (astronaut). Would he be considered a pathfinder? Why or why not? 3. Have groups share out their lists, and compile a list on the front board. 4. Read the first section of chapter 7 together as a class. Ask the students: Who are the pathfinders they are going to learn about in chapter 7? Did they have these groups on their lists? 5. Give students time to create a Pathfinders Chart in their notebooks. They should label three columns: “European Explorers,” “American Explorers,” and “Fur Trappers.” 6. Explain that the students are going to go from station to station. They will learn about pathfinders in Colorado and complete an activity at each station.

Lesson 2 — Five Stations of Discovery

1. Before students enter the classroom, set up the stations. You will need these items at each station: a. Station 1: European Explorers Card Game. Include two textbooks open to the section on European explorers in chapter 7. Set out Chapter 7 Student Handout 1 for students to read regarding what they are going to do at the station. Place Chapter 7 Student Handout 2 at the station. Copy and cut the cards for the card game before you begin the activity. Please note that some of the correct answers for the card game can be matched with two different explorers. So, either one is correct. b. Station 2: American Explorers Journal Entry. Include two textbooks open to the section on American explorers in chapter 7. Set out Chapter 7 Student Handout 3 for

138 Chapter 7: The Pathfinders students to read regarding what they are going to do at the station. Place Chapter 7 Student Handout 4 at the station. Have a stack of lined paper for students to use for their journal entry. c. Station 3: Fur Trappers Advertisement. Include two textbooks open to the section on fur trappers in chapter 7. Set out Chapter 7 Student Handout 5 for students to read regarding what they are going to do at the station. Place Chapter 7 Student Handout 6 at the station. Cut half pieces of plain paper for students to use to create their advertisements. Place colored pencils at the station to use in the activity. d. Station 4: The Indian Trade. Include two textbooks open to the section on the Indian trade in chapter 7. Set out Chapter 7 Student Handout 7s for students to read regarding what they are going to do at the station. Place Chapter 7 Student Handout 8 at the station. e. Station 5: Your Choice. Include two textbooks open to chapter 7. Set out Chapter 7 Student Handout 9 for students to read regarding what they are going to do at the station. Students will need access to computers at this station. There should be enough computers for each student to use at the station. If you have access to library books or periodicals, they can be placed at this station as well. 2. Divide the class into groups of three to four students. They are going to work with this small group and go from station to station (total of five stations) and learn about the pathfinders in Colorado. Students need to bring their notebooks with their Pathfinders Chart in them, as well as pencils. 3. Have students spread out to the various stations. They do not need to go through the stations chronologically, but you might want them all to go in one direction. When their small group finishes the activity at the station, they are to move on to the next station. 4. It may take several days to have the students go through all five stations. When they get to a station, they should begin by reading the directions posted at that station. Then they will be reading a section from the textbook, answering questions, adding to their Pathfinders Chart, and completing an activity. 5. Once all groups have finished with each station, have students compare their charts and answers with another group. 6. Debrief activity as a class. 7. Read the last section of chapter 7, The Pathfinders Today, as a class. Discuss the importance of understanding the pathfinders’ impacts on Colorado today.

139 Chapter 7: The Pathfinders Lesson 3 — Review, Reflect, and Respond

1. After students debrief, ask them to Review, Reflect, and Respond to the Focus Question: For what reasons did explorers, trappers, and traders come to Colorado, and how were they different? a. Review: Give students 3–5 minutes to review their notes, the chapter, and the graphic organizer about the reasons the pathfinders came to Colorado. b. Reflect: In groups of three or four students, instruct the students to have a mini- discussion about why the pathfinders came to Colorado. c. Respond: Have students respond to the Focus Question in their notebooks. Make sure they fully answer the question.

Chapter 7 Assessments Chapter 7 Performance Assessment

1. Distribute Chapter 7 Student Handout 10 to each student. Have the students work in the same groups they did at the stations. They are going to create a magazine special edition about the pathfinders of Colorado. Each student will write one article that will go in the magazine. 2. Go over the directions, expectations, and rubric. Have students choose the people they are going to research. 3. Give students time to write a rough draft of their magazine article. 4. Students should work together to peer-edit their articles and put together their magazine. Some of this can be done as homework. 5. Give students time to put their magazine together. 6. Let students present their magazine to other groups. You can have groups of students pass around their magazines or present them in small groups. 7. The assessment is graded individually. Each student is responsible for their specific article.

Chapter 7 Traditional Assessment

Distribute Chapter 7 Student Handout 11 to each student. Have the students complete the assessment.

140 Chapter 7: The Pathfinders 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 Chapter 7 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The magazine article The magazine article The magazine article The magazine article Standards in Social Studies clearly analyzes primary analyzes primary and somewhat analyzes does not include primary 1.1.b and secondary accounts secondary accounts to primary and secondary sources to describe the to describe reasons the describe the reasons accounts to describe the reasons the pathfinders pathfinders came to the pathfinders came to reasons the pathfinders came to Colorado and the Colorado and the legacies Colorado and the legacies came to Colorado and the legacies they left behind they left behind they left behind legacies they left behind

Common Core Writing The magazine article The magazine article uses The magazine article The magazine article Standard 4.1.b clearly uses many details some details and evidence uses few details and little does not use details and and much evidence to to answer the Focus evidence to answer the evidence to answer the answer the Focus Question Question Focus Question Focus Question Name Date Chapter 7 — Student Handout 11

Chapter 7 Test

Part 1: Mark each statement with a T if it is true and an F if it is false. 1. _____In 1706, French traders claimed eastern Colorado for France. 2. _____Several of Colorado’s rivers were named by Spanish explorers. 3. _____Major Stephen Long called Colorado’s plains the “Great American Desert.” 4. _____European explorers discovered gold in Colorado. 5. _____Fur trappers knew a lot about the mountain trails and passes. 6. _____Trade in bison hides became more important than the beaver pelt trade. 7. _____Bent’s Fort was a famous Indian village located on the South Platte River. 8. _____The bison hide trade changed the lives of the Plains Indians. 9. _____Longs Peak is named after Lieutenant Zebulon Pike. 10. _____“Rendezvous” was the name given to a river in Colorado.

Part 2: Short answer. For each group of pathfinders, write one sentence explaining why they came to Colorado.

1. European explorers: ______

______

2. American explorers: ______

______

Chapter 7: The Pathfinders 3. Fur traders: ______

______

Part 3: Primary Source Paragraph: Trapper Jim Beckwourth described a rendezvous as a time of “mirth, songs, dancing, shouting, trading, running, jumping, singing, racing, target-shooting, yarns, [and] frolic.” Using this primary source, describe what a rendezvous was and the importance of these events. Your description should be at least one solid paragraph. Try to use part of the quotation in your description to help answer this prompt.

Part 4: Essay. Use details and supportive evidence to answer the Focus Question: For what reasons did explorers, trappers, and traders come to Colorado, and how were they different? Be sure to include details and facts about the explorers, trappers, and traders in your answer.

Chapter 7: The Pathfinders [Answer Key] Chapter 7 — Student Handout 11

Chapter 7 Test

Part 1: True or False. Mark each statement with a T if it is true and an F if it is false. 1. [F] In 1706, French traders claimed eastern Colorado for France. 2. [T] Several of Colorado’s rivers were named by Spanish explorers. 3. [T] Major Stephen Long called Colorado’s plains the “Great American Desert.” 4. [F] European explorers discovered gold in Colorado. 5. [T] Fur trappers knew a lot about the mountain trails and passes. 6. [T] Trade in bison hides became more important than the beaver pelt trade. 7. [F] Bent’s Fort was a famous Indian village located on the South Platte River. 8. [T] The bison hide trade changed the lives of the Plains Indians. 9. [F] Longs Peak is named after Lieutenant Zebulon Pike. 10. [F] “Rendezvous” was the name given to a river in Colorado.

Part 2: Short Answer. For each group of pathfinders, write one sentence explaining why they came to Colorado.

1. European explorers: [Answers will vary] ______

______

2. American explorers: [Answers will vary] ______

______

Chapter 7: The Pathfinders [Answer Key]

3. Fur traders: [Answers will vary] ______

______

______Part 3: Primary Source Paragraph. Trapper Jim Beckwourth described a rendezvous as a time of “mirth, songs, dancing, shouting, trading, running, jumping, singing, racing, target-shooting, yarns, [and] frolic.” Using this primary source, describe what a rendezvous was and the importance of these events. Your description should be at least one solid paragraph. Try to use part of the quotation in your description to help answer this prompt. [Answers will vary]

Chapter 7: The Pathfinders Chapter Hispanic Settlers 8 Teacher’s Guide

Focus Question: In what ways and why did Hispanic settlers in the San Luis Valley have to depend on themselves?

The Big Idea from This Chapter: As poor farmers who lived in a remote place, San Luis Valley settlers had to depend on themselves for raising or making nearly everything they needed to live.

T eacher Content Background

The first European Americans to settle in Colorado were Hispanic farmers. They arrived in the San Luis Valley in the 1850s, coming north from New Mexico. Most of these settlers were poor, subsistence-level farmers. They raised or made nearly everything they needed, including wooden plows, wood and leather furniture, and clothing made of woolen cloth. They lived in houses made of sun-dried adobe bricks. This chapter introduces students to a culture much different from those encountered in earlier chapters. It was similar to the Ancestral Puebloan way of life only because both groups were farm people who lived in villages. There the resemblance ends. The extended family was the focus of Hispanic culture. Most of the inhabitants of a plaza settlement were related. Next to the family in importance was the Catholic Church. Community life revolved around religious holidays, celebrations, and feast days. This chapter also sets the stage for comparing later agricultural and village settlements in Colorado. The family and community relationships of the San Luis Valley settlers were very different from those established by the more individualistic and acquisitive settlers of eastern Colorado after the Gold Rush.

161 Ovv er iew of Chapter 8 Lessons

In this chapter, students learn about note taking and note making to organize information and their responses to the text. In Lesson 1, students practice taking notes using a two- column note-taking organizer. Students then work in small groups and focus on one aspect of the chapter, create a poster, and present the content to the class in Lesson 2. The final lesson asks students to return to the note-taking strategies and analyze the history of the San Luis Valley and compare it with life there today. Throughout the lessons, students take notes about the lives of early farmers in the San Luis Valley, which will help them with the chapter assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students create a small flipbook about the tools and ideas the first settlers used to become self-sufficient farmers, and students answer the Focus Question. In the traditional assessment, students answer multiple choice, short answer, and an essay question about how and why the first settlers became self-sufficient farmers. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.1.d. Identify and describe how major political and cultural groups have affected the development of the region.

Colorado Academic Standards in Social Studies Addressed 2.2.c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.

3.1.b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives.

Common Core Standards

Common Core Writing Standards Assessed 4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

162 Chapter 8: Hispanic Settlers Common Core Reading Informational Text Standards Addressed 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Tw enty-first-Century Skills Addressed and Assessed

Critical thinking

Key Vocabulary

Hispanic, oxen, mules, patron saint, plaza, irrigate

Materials

Chapter 8 Student Handout 1: One copy per group Chapter 8 Student Handout 2: One per student—for performance assessment Chapter 8 Student Handout 3: One per student—for traditional assessment

Other Materials

• Sticky notes for Lesson 1 • Butcher paper for Lesson 2 • Colored pencils for Lesson 2 • Blank paper (six sheets per student), colored pencils, and glue or staples for the performance assessment

Extension Activities

1. Have students create a map of the San Luis Valley in Colorado and include the major towns and points of interest in that region in the 1850s. 2. Have students take a virtual road trip through the San Luis Valley using the National Geographic site http://travel.nationalgeographic.com/travel/road-trips /san-luis-valley-colorado-road-trip/. Students access this site, which gives them background on the region as well as links to interesting sites and maps to better understand the region.

163 Chapter 8: Hispanic Settlers Chapter 8 Lessons

Skills and Tools for Learning: Read as a class the Skills and Tools for Learning about Note Taking and Note Making. Understanding and learning how to take and make notes will help with comprehension. Have students practice taking and making notes, using two-column notes, as they read the beginning of chapter 8. Students will have the chance to master this strategy in Lesson 1 of this chapter.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: Students are asked to first skim the chapter and write two big and two little questions they have about the content. In the While You Read activities, students will use the note-taking strategies as well as create illustrations to aid comprehension of the topic. These strategies can be done even if students are completing Lesson 2 in this chapter. You may want to have students focus only on the While You Read activities that pertain to the content they are focusing on in Lesson 2. The After You Read activities ask the students to refer back to their big and little questions and try to answer them using the text. The culminating activity has students imagining they are children in the San Luis Valley in the 1850s, and they are asked to draw scenes that depict life in their village, work, family, and community.

Lesson 1 — Note Taking and Note Making 1. Ask students if they know where in Colorado they might find alligators, sand dunes, and a fish farm all in the same neighborhood. The answer, of course, is the San Luis Valley. In addition to its biological and cultural diversity, the San Luis Valley has an interesting history. Explain to the students that they are going to learn about the early Hispanic settlements in Colorado. 2. Have students take out a piece of paper and fold it in half lengthwise. They should have two columns. They should title the left side of the paper “Taking Notes” and the right side “Making Notes.” Tell the students that they are going to practice taking notes and making notes as they learned to do in the Skills and Tools for Learning section. 3. Read the first paragraph of chapter 8 together as a class. Model for the students how to take and make notes on this section using the front board. Here is a suggestion of what to include:

164 Chapter 8: Hispanic Settlers Taking Notes Making Notes

• 1859 • Are all Hispanics Spanish speaking? • Silva and family leave New Mexico to go to • They are similar to nomadic people in search of Colorado better farmland. • Desire better farmland • Since New Mexico is just south of Colorado, why did they think the weather/climate would be better • In New Mexico they had droughts, making it for farming? hard to farm • It seems as though there might be more water for irrigation in the San Luis Valley.

4. Have the students read the next two paragraphs with a partner. They should read them together and then complete the rest of the notes. 5. Once students finish the note taking and note making for this section, have them share their ideas with another pair. They can add to their own notes and ideas as they hear the ideas from the other pair. 6. Share out the ideas as a class. 7. Have the students practice this strategy individually while reading the first three paragraphs of the Early Settlement section. Students should continue with their notes as they read about the fur trappers in the valley, the Utes, and the arrival of army troops. 8. Have students exchange their notes with a partner and have them check for accuracy. Students should place a checkmark by notes that are not accurate and star the notes that make sense. 9. Discuss this section as a class.

Lesson 2 — A Life of Contrasts Presentations

1. Tell students that they are going to learn about the life of the new settlers in the San Luis Valley and how they were able to succeed as farmers in the region. 2. Break students up into ten groups. Each group is going to focus on just one aspect of these early settlements. Distribute Chapter 8 Student Handout 1 to each group. Go over the general expectations as a class. 3. Give students time to read their section together and continue taking notes in the two-column list they began in Lesson 1. 4. Give groups a piece of butcher paper and colored pencils to create a visual aid they will use for their presentation.

165 Chapter 8: Hispanic Settlers 5. Have students create their posters for the presentation and make sure that all students participate in the presentation. 6. Have groups present to the rest of the class information they learned about the life of the early settlements. Make sure they answer the questions asked in the handout. 7. As the groups present, students should add to their two-column notes. They should include the main points, as well as their thoughts about the content of each presentation. Allow time for students to ask the presenters questions about the presentation.

Lesson 3 — Then and Now

1. Ask students to draw a Venn diagram in their notebooks. Remind students that a Venn diagram is used to compare and contrast two subjects. Have the students title one of the circles “Then” and the other circle “Now.” 2. Have students read the last section of chapter 8, The San Luis Valley, with a partner and fill in the Venn diagram. They should brainstorm the similarities and differences between the San Luis Valley in the 1850s and the valley today. 3. Debrief as a class. What are some changes that have occurred over the last sixty years? How have things stayed the same?

Lesson 4 — Review, Reflect, and Respond

1. After students debrief, ask them to Review, Reflect, and Respond to the Focus Question: In what ways and why did Hispanic settlers in the San Luis Valley have to depend on themselves? a. Review: Give students 3–5 minutes to review their notes and the chapter about why settlers in the San Luis Valley became self-sufficient farmers. b. Reflect: In groups of three or four students, instruct the students to have a mini- discussion about why the settlers became self-sufficient. c. Respond: Have students respond to the Focus Question in their notebooks. Make sure they fully answer the question.

166 Chapter 8: Hispanic Settlers Chapter 8 Assessments Chapter 8 Performance Assessment

1. Distribute Chapter 8 Student Handout 2 to each student. Go over the expectations for this assessment. 2. Model for the students how to create a flipbook for the assessment. 3. Give students blank paper to create the flipbook. Have scissors and colored pencils available for the students to use in creating the flipbook. 4. Students can use notes and the textbook to create their flipbook. Have them first create the book using a pencil so they can modify the book. You might also want them to create a book on the computer.

Chapter 8 Traditional Assessment

Distribute Chapter 8 Student Handout 3 to each student. Have the students complete the assessment.

167 Chapter 8: Hispanic Settlers 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 Chapter 8 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The flipbook clearly and The flipbook accurately The flipbook somewhat The flipbook uses little Standards in Social Studies accurately describes the describes the ways early describes the ways early evidence to describe 1.1.d ways early Hispanic Hispanic farmers in the Hispanic farmers in the the ways early Hispanic farmers in the San Luis San Luis Valley became San Luis Valley became farmers in the San Luis Valley became self- self-sufficient farmers self-sufficient farmers Valley became self- sufficient farmers sufficient farmers

Common Core Writing The writing conveys The writing conveys The writing conveys some The writing does not Standard 4.2 information clearly using information using details information using some accurately convey details to answer the Focus to answer the Focus details to answer the Focus information because of Question Question Question a lack of details in an attempt to answer the Focus Question Name Date Chapter 8 — Student Handout 3

Chapter 8 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. The biggest problem the early settlers faced was m drought. m no land to settle on. m hard work. m the Utes. Page number where I found the answer: ______

2. The first Hispanic farmers built m hotels. m railroads. m plaza-style settlements. m cities. Page number where I found the answer: ______

3. The settlers ate food they m brought with them. m grew themselves. m had shipped to them. m bought at the store. Page number where I found the answer: ______

4. In winter, people wore overshoes made of m sheepskin. m rubber. m yucca. m buffalo hide. Page number where I found the answer: ______

Chapter 8: Hispanic Settlers 5. The early settlers of the San Luis Valley were m business owners. m rich people. m poor farmers. m doctors. Page number where I found the answer: ______

6. Women did all the m grocery shopping. m cooking, cleaning, and caring for the children. m hunting. m work. Page number where I found the answer: ______

7. Many of their holidays were m birthdays. m in the summer. m special religious days. m not much fun. Page number where I found the answer: ______

8. Today, the people of the San Luis Valley m live on a reservation. m are very rich. m are a lot like people in the rest of Colorado. m grow pineapples. Page number where I found the answer: ______

Chapter 8: Hispanic Settlers Part 2: Key Words. Use each key word in a sentence that shows you understand the meaning of the word.

1. Patron saint: ______

______

2. Hispanic: ______

______

3. Los Pastores: ______

______

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: In what ways and why did Hispanic settlers in the San Luis Valley have to depend on themselves?

Chapter 8: Hispanic Settlers [Answer Key] Chapter 8 — Student Handout 3

Chapter 8 Test

Page number where I found the answer: [163]

2. The first Hispanic farmers built m hotels. m railroads. l plaza-style settlements. m cities. Page number where I found the answer: [162]

3. The settlers ate food they m brought with them. l grew themselves. m had shipped to them. m bought at the store. Page number where I found the answer: [165]

4. In winter, people wore overshoes made of l sheepskin. m rubber. m yucca. m buffalo hide. Page number where I found the answer: [166]

Chapter 8: Hispanic Settlers [Answer Key]

5. The early settlers of the San Luis Valley were m business owners. m rich people. l poor farmers. m doctors. Page number where I found the answer: [162]

6. Women did all the m grocery shopping. l cooking, cleaning, and caring for the children. m hunting. m work. Page number where I found the answer: [170]

7. Many of their holidays were m birthdays. m in the summer. l special religious days. m not much fun. Page number where I found the answer: [171]

8. Today, the people of the San Luis Valley m live on a reservation. m are very rich. l are a lot like people in the rest of Colorado. m grow pineapples. Page number where I found the answer: [173]

Chapter 8: Hispanic Settlers [Answer Key]

Part 2: Key Words. Use each key word in a sentence that shows you understand the meaning of the word.

1. Patron saint: [Answers will vary] ______

______

2. Hispanic: [Answers will vary] ______

______

3. Irrigate: [Answers will vary] ______

______

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: In what ways and why did Hispanic settlers in the San Luis Valley have to depend on themselves? [Answers will vary]

Chapter 8: Hispanic Settlers Economics Stand-Alone Lesson

Ovv er iew of Economics Lesson

This lesson introduces students to what economics is and to the main concepts involving the economy. This lesson begins by frontloading the difficult vocabulary by having groups choose activities to do involving a specific word, which are then presented to the class. While they read about economics in this section, they are asked to create a list of items they would like to buy for $25. Then, through questioning, students apply what they are reading and learning about to this list. At the completion of this lesson, students understand the main concepts in economics and are able to apply their understanding of these concepts seen throughout Colorado history.

Key Vocabulary economics, scarcity, opportunity cost, economic incentives, economic risk, natural resources, human resources, capital resources

Materials

Economics Student Handout: One copy per group

Standards Addressed

3.1.a. Define positive and negative economic incentives. 3.1.c. Explain how Colorado’s productive resources—natural, human, and capital— have influenced the types of goods produced and services provided.

186 3.2.a. Define choice and opportunity cost. 3.2.b. Analyze different choices and their opportunity costs. 3.2.c. Give examples of the opportunity costs for individual decisions. 3.2.d. Identify risks individuals face. 3.2.e. Analyze methods of limiting financial risk.

Lesson

1. Ask students to think about this scenario: You just received a birthday card from your grandma with $40 in it. Are you more likely to spend the money right away or save it? Talk with your elbow partner about what you would do. 2. Then ask students to discuss what they would buy or what they would save their money for. Discuss their answers as a class. 3. Tell the students they are going to learn about ideas in economics at the individual level. The State of Colorado also deals with some of the same economic issues individuals face. Individuals and state governments ask similar questions, such as: How do we get money? How do we choose how to spend it? What are the drawbacks of spending the money on certain things? 4. Frontload the vocabulary. Because the vocabulary is difficult, it is best to frontload this vocabulary before reading the section on economics. 5. Divide students into eight groups. Each group is going to focus on one of the vocabulary words in this section. 6. Distribute one Economics Student Handout to each group. Have each group write down their assigned word/concept at the top of the handout.

a. Group 1: Scarcity b. Group 2: Economics c. Group 3: Economic risks d. Group 4: Opportunity cost e. Group 5: Incentives f. Group 6: Natural resources g. Group 7: Human resources h. Group 8: Capital resources

187 Economics Stand-Alone Lesson 7. Go over the assignment together as a class. Each group is going to choose three activities from the choice board, one from each column. 8. Give groups time to complete the activities and prepare to present the word/concept to the class. 9. Have each group present their word/concept to the class. As groups are presenting, audience members should be taking notes in their notebooks for each word/concept. By the end of the presentations, all students should understand what each word/ concept means. 10. Read the What Is Economics and What Is an Economy section together as a class. As students read, have them share out different examples for each of the vocabulary words in bold. 11. With a partner, have students read the The Problem of Scarcity and Costs and Benefits sections. Each student should make a list of how they would spend the $25.00. Have students share their lists with their partner. 12. Discuss these questions from the text as a class: In making your decision, did you weigh the costs and benefits of possible choices? Did some items seem to be of greater benefit to you than others? 13. Read the Opportunity Costs and Positive and Negative Incentives sections as a class. As you read, have students share out examples of each vocabulary word in bold. 14. With their partners, have students read the Economic Risks and Making Good Choices sections. They should discuss the questions asked in the text. 15. Have students create a list of examples of natural resources, human resources, and capital resources found in Colorado. Have students share their lists with a partner. As they share, they should add to their lists any example they did not write down. Then have each pair share their lists with another pair. Share out ideas as a class. 16. Read the final section of the text, Economic Resources, as a class. Compare the examples given in the text with the ones each group came up with. 17. Have each student decide which resource, natural, human, or capital, is most important to the development of Colorado. Then have each student justify and support their ideas with specific examples. Share these in a small group and then with the class. In the end, students should understand that all three resources have been very important in the development of Colorado.

188 Economics Stand-Alone Lesson 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 Chapter Gold and Silver Miners 9 Teacher’s Guide

Focus Question: How did the discovery of gold and silver affect Colorado’s environment and people’s lives?

The Big Idea from This Chapter: The discovery of gold and silver had a major impact on the people and the environment of Colorado.

T eacher Content Background

The discovery of gold in Colorado brought a wave of settlers from the eastern United States to Colorado. During the summer of 1858, a group of prospectors led by William Green Russell discovered traces of gold at the location where Cherry Creek flows into the South Platte River. Word of the discovery spread quickly. In 1859, thousands of gold seekers set out across the plains for Cherry Creek. The gold Russell and his friends discovered was placer gold. In the gravel and sand of creek beds, they found flakes and grains of gold that had washed down from the mountains. The flakes had come from veins or lodes of gold embedded in quartz rock in the mountainsides. As the quartz weathered, bits of gold were released into the mountain streams. After panning gold from the streams, prospectors set out for the mountains looking for the lodes. The discovery of veins of gold near present-day Central City and Idaho Springs in 1859 marked the beginning of quartz mining in Colorado. Over the next forty years, Colorado mining companies took out millions of dollars of precious minerals. By the 1880s, more silver was produced than gold. Georgetown, Leadville, and Silverton were centers of silver mining. The mining industry created dozens of these mining towns, which were linked by railroad to supply towns at the foot of the mountains.

190 The success of the mining industry came at the expense of the Indians. In eastern Colorado, the influx of settlers led to open conflict between natives and newcomers. The Arapaho and Cheyenne were driven off to reservations in Kansas and Oklahoma. The influx of miners also pushed the Utes out of their summer hunting grounds in the mountains.

Ovv er iew of Chapter 9 Lessons

In Lesson 1, students begin by deciding whether they agree or disagree with statements about mining in Colorado using an anticipation guide. Students then work with a partner and read about the Colorado Gold Rush and the types of mining in Colorado. As they read, they mark down where in the text the statements from the anticipation guide are discussed and reevaluate their initial responses to these statements. In Lesson 2, students read about what life was like in the mining camps and towns. They work in a small group to compare what life was like for different miners by evaluating letters written by miners. Students learn about some of the conflicts that occurred between the newcomers to Colorado and the Indians in Lesson 3. Students participate in a mini-debate about the conflicts that arose between the settlers and Indians and the impacts the mining industry had on the Indians. In Lesson 4, students pull all these ideas together by writing, discussing, and answering the Focus Question. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students create a brochure about the impacts of the mining industry in Colorado and answer the Focus Question. In the traditional assessment, students complete vocabulary, comparison, short answer, and an essay question about the impacts of mining in Colorado. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.1.c. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado. 2.2.c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment.

Colorado Academic Standards in Social Studies Addressed 1.2.d. Describe the impact of various technological developments.

191 Chapter 9: Gold and Silver Miners 3.1.b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives. 3.1.c. Explain how Colorado’s productive resources—natural, human, and capital— have influenced the types of goods produced and services provided.

Common Core Standards

Common Core Writing Standards Assessed 4.1.b. Provide reasons that are supported by facts and details.

Common Core Reading Informational Text Standards Addressed 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Tw enty-first-Century Skills Addressed and Assessed

Critical thinking

Key Vocabulary veins, placer miner, ore, hard-rock mining, immigrants, territory, statehood, mine tailings

Materials

Chapter 9 Student Handout 1: One per student Chapter 9 Student Handout 2: One per student Chapter 9 Student Handout 3: One per student Chapter 9 Student Handout 4: One copy per pair Chapter 9 Student Handout 5: One per student—for performance assessment Chapter 9 Student Handout 6: One per student—for traditional assessment

Other Materials • Plain white paper to use in the performance assessment

192 Chapter 9: Gold and Silver Miners Extension Activities

1. Invite someone who works in the mining business to come to the classroom and talk about mining today. 2. If you live close to a mine or old mining areas, take the students on a field trip so they can see firsthand how the mining industry operates today. If you take them to an old mining area, students will be able to see the impacts of the mining industry on the environment and the growth/decline of cities.

Chapter 9 Lessons

Skills and Tools for Learning: Have students read the section about analyzing historical documents. Students learn about the importance of authorship, the time and place in which the documents were produced, and the writer’s bias. This critical look at historical documents teaches students to go beyond the surface of the document and analyze the impact these documents might have had in a specific time period. Students can use this new skill when looking at the documents in this chapter.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: In the Before You Read activity, students create a four-column chart in their notebooks. This is the basic KWL but with an added column for questions they might still have after reading this chapter. After reading the first section about the Pikes Peak Gold Rush, students try to persuade the people of Kansas City to come to Colorado to strike it rich. Another While You Read activity asks students to form opinions about the reasons for the problems between Indians and newcomers that resulted in the Indians being forced onto reservations. In the After You Read activities, students return to the four-column chart and write about five important things they learned.

Lesson 1 — Anticipation Guide about Mining in Colorado

1. Begin by asking students what they know about mining in Colorado. Make a list on the front board about their background knowledge. You may have to prompt

193 Chapter 9: Gold and Silver Miners them with questions like: What do people mine in Colorado? Where do they mine in Colorado? When did they first begin to mine in Colorado? Is there still mining today in Colorado? How do they mine today? 2. Read the first section of chapter 9 as a class. 3. Have students work on the next part of the lesson with a partner. Distribute Chapter 9 Student Handout 1 to each student. 4. Go over the assignment as a class. 5. Give students time to think about the statements and circle either True or False for each statement. When students finish, have them share their ideas with their partner. 6. Students work with their partner and skim through the next three sections of the text to determine which statements are true and which are false. On the handout, they mark the correct answer and also the page number where they found that answer. 7. After all partners have finished with the assignment, go over the anticipation guide as a class. Discuss with the class which answers are false and which answers are true.

Lesson 2 — Life in the Mining Camps

1. Ask students if they would like to have been a miner in Colorado in the mid-1800s. Have students talk with a partner about what they think it would have been like to live in one of the old mining towns. Discuss their ideas with the class. 2. Tell the students they are going to learn about what life was like in the mining towns. First, they are going to read a section in the textbook about these towns and complete a concept map with a partner. Then they are going to work in a small group and read three letters from miners and compare their ideas about living in these towns. 3. Distribute Chapter 9 Student Handout 2 to each student. Go over the directions with the class. 4. Have students work with a partner and read the Mining Camps and Towns section together and complete the concept map.

194 Chapter 9: Gold and Silver Miners 5. Once each pair has finished the reading and the concept map, have each pair work with another pair (group of four) for the next part of the lesson. 6. Distribute Chapter 9 Student Handout 3 to each group. Students are going to work in groups and read three letters from miners. They should read each letter, discuss it, and complete the chart comparing the miners’ responses to the mining camps. 7. When all groups have finished comparing life in the mining camps, discuss as a class. 8. As a class, read the last section, Mining Today, and compare how mining has changed over time.

Lesson 3 — Settler and Indian Conflict: Mini-Debate

1. Ask the students to brainstorm how mining in Colorado might have created conflict. Prompt the students by asking them questions like, Who lived in Colorado before the 1850s? Tell the students they are going to learn about conflict among the miners, settlers, and Indians caused in part by the mining industry. 2. Divide students into groups of four. Distribute Chapter 9 Student Handout 4 to each student. Go over the directions with the class. 3. Each group is going to break into smaller groups of two. Have each group decide which pair will support the side of the settlers and which will support the side of the Indians. 4. Have each pair read through the Miners, Settlers, and Indians section and gather specific details to support their side. 5. Conduct a mini-debate within each group of four. These debates will be going on simultaneously, so you should walk around the room and ask the groups questions and make sure they are using supportive evidence in their debate. 6. After students have finished debating, debrief as a class. What did the students learn during these debates? How did the increased mining in Colorado impact the Indians?

195 Chapter 9: Gold and Silver Miners Lesson 4 — Review, Reflect, and Respond

1. Write or project the Focus Question for this chapter on the front board: How did the discovery of gold and silver affect Colorado’s environment and people’s lives? a. Review: Give students 3–5 minutes to review their notes, the textbook, and their concept maps about the impacts of mining in Colorado. Have them make a list of the impacts in their notebooks. Remind them to include impacts on the way people lived (miners, settlers, and Indians), as well as on the environment. b. Reflect: Organize students into groups of three or four. Have students discuss in these small groups the impacts the discovery of gold and silver had on the people and the environment. They can use their notes for this discussion. c. Respond: Have students write a paragraph in their notebooks responding to the Focus Question. Make sure they fully answer the question. Encourage students to use specific examples and details to support their ideas.

Chapter 9 Assessments Chapter 9 Performance Assessment

1. Distribute Chapter 9 Student Handout 5 to each student. Go over the expectations for this assessment. Students will create a trifold brochure educating others about the impacts of mining in the mid- to late 1800s. 2. Give each student one piece of plain paper to create their brochure. Give students time to complete their brochure in class, or assign as homework.

Chapter 9 Traditional Assessment

Distribute Chapter 9 Student Handout 6 to each student. Have the students complete the assessment.

196 Chapter 9: Gold and Silver Miners 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

Icmpa ts 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 Chapter 9 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The brochure clearly and The brochure accurately The brochure somewhat The brochure uses little Standards in Social Studies accurately describes the describes the impacts the describes the impacts the evidence to describe the 1.1.c and 2.2.c impacts the discovery of discovery of gold and silver discovery of gold and silver impacts the discovery of gold and silver had on the had on the environment had on the environment gold and silver had on the environment and people of and people of Colorado and people of Colorado environment and people of Colorado Colorado Common Core Writing The writing provides The writing provides The writing provides The writing provides Standard 4.1.b reasons that are supported reasons that are supported reasons that are supported reasons that are not by many specific details by some details and facts by a few details and facts supported by details or and facts facts Name Date Chapter 9 — Student Handout 6

Chapter 9 Test

Part 1: Vocabulary. Match the words in the box to the phrases that best describe them.

a. veins c. immigrants e. ore b. territory d. mine tailings f. statehood

1. _____ Dumped waste rock 2. _____ Rock that contains gold or silver 3. _____ Being a state rather than a territory 4. _____ A part of the US that has not been admitted as a state 5. _____ A long, narrow deposit of ore that contains gold, silver, or other minerals

Part 2: Comparison. Two types of towns developed during the Gold Rush period. Place a check in the box to indicate whether the town described is a mining town or a supply town. Mining Town Supply Town 1. These were usually small mountain towns near rich ore deposits. 2. Many of these early towns are now ghost towns.

3. These are usually located at the bottom of the mountains or on the plains.

4. These have small stores to provide for miners’ everyday needs. 5. Goods came to these towns by freight wagon and railroads from the east.

6. Most of the early residents were men.

Chapter 9: Gold and Silver Miners Part 3: Short Answer. Answer these questions in a paragraph 1. What problems did miners create for the Plains Indians?

2. What eventually happened to the Plains Indians because of mining in Colorado?

Part 4: Essay. Use details and supportive evidence to answer the Focus Question: How did the discovery of gold and silver affect Colorado’s environment and people’s lives?

Chapter 9: Gold and Silver Miners [Answer Key] Chapter 9 — Student Handout 6

Chapter 9 Test

Part 1: Vocabulary. Match the words in the box to the phrases that best describe them.

a. veins c. immigrants e. ore b. territory d. mine tailings f. statehood

1. [d] Dumped waste rock 2. [e] Rock that contains gold or silver 3. [f] Being a state rather than a territory 4. [b] A part of the US that has not been admitted as a state 5. [a] A long, narrow deposit of ore that contains gold, silver, or other minerals

Part 2: Comparison. Two types of towns developed during the Gold Rush period. Place a check in the box to indicate whether the town described is a mining town or a supply town. Mining Town Supply Town 1. These were usually small mountain towns near rich ore [X] deposits. 2. Many of these early towns are now ghost towns. [X]

3. These are usually located at the bottom of the mountains or on [X] the plains. 4. These have small stores to provide for miners’ everyday [X] needs. 5. Goods came to these towns by freight wagon and railroads [X] from the east. 6. Most of the early residents were men. [X]

Chapter 9: Gold and Silver Miners Part 3: Short Answer. Answer these questions in a paragraph 1. What problems did miners create for the Plains Indians? [Answers will vary]

2. What eventually happened to the Plains Indians because of mining in Colorado? [Answers will vary]

Part 4: Essay. Use details and supportive evidence to answer the Focus Question: How did the discovery of gold and silver affect Colorado’s environment and people’s lives? [Answers will vary]

Chapter 9: Gold and Silver Miners Chapter Farmers and Ranchers 10 Teacher’s Guide

Focus Question: How and why was farming in eastern Colorado different from farming in the San Luis Valley?

The Big Idea from This Chapter: Farmers and ranchers in eastern Colorado were commercial rather than subsistence farmers. That is, they sold their crops for cash and bought much of what they needed.

T eacher Content Background

Gold and silver mining was not Colorado’s only attraction. Many of the new settlers became farmers and ranchers. Miners needed flour, meat, potatoes, beans, and fruit. Their horses needed hay and grain. Many newcomers decided they could make more money by raising food, animal feed, and cattle than they could by mining. The farmers settled along the creeks and rivers of the piedmont region. For crops to grow in eastern Colorado’s semiarid climate, farmers had to irrigate their fields. In time, they also built large reservoirs to store water for the dry season. The high plains region of eastern Colorado was well suited for cattle raising. Blue grama and buffalo grass came up each spring. The hot summers dried out the grass, which became natural hay for cattle to eat during the winter. During cycles of wet years, farmers also moved onto the plains. They tried to grow corn and wheat without irrigation. Most of these efforts failed when precipitation returned to normal. However, in time, farmers did learn methods for conserving moisture that improved their chances of farming on the plains. In 1880 the Ute Indians of western Colorado were removed to reservations in Utah and in southwest Colorado. This opened the plateau and mesa region to farming. Farmers settled in the river valleys of the Western Slope to engage in irrigated farming and fruit growing.

211 Ovv er iew of Chapter 10 Lessons

In this chapter, students learn about the early farmers and ranchers by participating in individual and group activities. In Lesson 1, students answer questions about river valley farmers, cattle ranchers, and plains farmers by completing a chart and participating in a graffiti exercise where they go around the room and write words and phrases relating to these subjects on chart paper. They complete the lesson by creating an advertisement encouraging people in the East to homestead in Colorado. Students work in small groups in Lesson 2 and learn about family and community life in these farm towns by focusing on the most important points of the section through a 5-3-1 activity. In Lesson 3, students learn about the conflicts between the Utes and the US government by participating in an activity where they move around the room and discuss their ideas about the conflicts with a variety of students. They then write two headlines about the conflicts from the perspective of both the US government and the Utes. The final lesson in the chapter brings students back to the Focus Question by going over the last section about farming today. Students review, reflect, and respond to the Focus Question to help prepare them for the assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students write responses in a mock interview of farmers and ranchers as they address the Focus Question. In the traditional assessment, students answer multiple choice, matching, and an essay question about how and why the first settlers became self-sufficient farmers. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 2.2.a. Describe how the physical environment both provides opportunities and places constraints on human activity.

Colorado Academic Standards in Social Studies Addressed 1.1.a. Construct a time line showing the relationship of events in Colorado history with events in US and world history. 2.2.c. Analyze how people use geographic factors in creating settlements and have adapted to and modified the local physical environment. 3.1.b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives.

212 Chapter 10: Farmers and Ranchers Common Core Standards

Common Core Writing Standards Assessed 4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Common Core Reading Informational Text Standards Addressed 4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Tw enty-first-Century Skills Addressed and Assessed

Critical thinking and reasoning

Key Vocabulary open range, brand, sod house, sorghum, rural, livestock, treaty, blacksmith, territory, statehood, constitution

Materials

Chapter 10 Student Handout 1: One per student Chapter 10 Student Handout 2: One per student Chapter 10 Student Handout 3: One per student Chapter 10 Student Handout 4: One per student—for performance assessment Chapter 10 Student Handout 5: One per student—for traditional assessment

Other Materials

• Examples of fruits, vegetables, and grains like ones grown in Colorado for Lesson 1 • Three pieces of chart paper for Lesson 1 • Markers to use on the chart paper for Lesson 1 • One index card per student for Lesson 3

213 Chapter 10: Farmers and Ranchers Extension Activities

1. Time line: The events this chapter presents take place between 1859 and the present. Have a class discussion about the placement of these events on the time lines. 2. Invite a local farmer or rancher to come to the classroom and talk about what farming is like in Colorado today. 3. Have students research the differences between dryland farming and irrigated farming. Have them create a map showing where in Colorado each type of farming is located. Students could present to the class how technology has changed the way people farm in Colorado.

Chapter 10 Lessons

Skills and Tools for Learning: Read as a class the Skills and Tools for Learning about Time Lines. These are useful tools for historians and students to use and create to organize events. There are many different kinds of time lines. Have students practice some of the various time lines, such as the time lines on the classroom floor, the human time lines, and the illustrated time lines.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: Students will be using a strategy that all good readers use when they preview nonfiction. Students scan the chapter, looking at headings, photos, captions, and bold print words and give the chapter a title as if they were the author. The While You Read activities ask students to respond to the text through dialogue, map reading, developing opinions and supporting those opinions with quotations, summarizing, making inferences, and comparing farming then and now using a Venn diagram. In the After You Read activities, students determine what is important and interesting to them using a two-column organizer; they also write questions about the chapter to quiz a partner.

214 Chapter 10: Farmers and Ranchers Lesson 1 — Graffiti around the Room

1. Before class begins, write these questions on the top of three pieces of chart paper— have one question on the left and one on the right, with a line down the middle:

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?

2. Post these three charts around the room. 3. Display various fruits, vegetables, and grains similar to those grown in Colorado, using Colorado products if they are in season. Try to find a variety of products. 4. Ask the students if they know where these products came from. Let students call out their ideas. Tell them that all the products were grown in Colorado. Then let them know that they are going to learn about early farming and ranching in Colorado. 5. Read the introduction to chapter 10 together as a class. 6. Distribute Chapter 10 Student Handout 1 to each student. Go over the directions for Part A with the class. 7. Students work with a partner to find the answers to the questions on the handout and the charts around the room. When they have come up with phrases and words to answer the questions, have them mark them first on their handout and then on the charts. As with graffiti, students may also use symbols or pictures to help answer the questions. 8. When students have answered all the questions and posted their remarks on the charts, discuss the ideas the class presented. Make sure all students agree with the symbols, words, and phrases. 9. Have students complete Part B individually. Students will create an advertisement to encourage people to take advantage of the Homestead Act and move to Colorado to farm. 10. Have students share their advertisements with each other.

215 Chapter 10: Farmers and Ranchers Lesson 2 — Life in a Farm Town

1. Ask students to imagine they lived in a farm town in Colorado in the 1800s. Have them share with a partner what they think it would be like. You might need to prompt the students to think about these questions: What would their day be like? What would school be like? Would they work in the fields with their family? What are some positive and negative aspects of life? 2. Divide students into small groups of four or five. Distribute Chapter 10 Student Handout 2 to each student. 3. Go over the directions on the handout. Students will read the Families, Neighborhoods, and Communities section as a group. As they read, they should write down five of the most important main points in the text. They should come up with these points individually. 4. Groups then share their top five points with each other. 5. Give groups time to discuss and decide which of the points made in the group are the most important. They are to narrow it down to three main points for the whole group. This will require that students really think about the main points and which ones are most important. Some may have to persuade the other group members that one point is more important than another. 6. Once they have narrowed it down to three main points, the group must choose one top main point. 7. When all groups have come up with a main point, have them share these points with the class.

Lesson 3 — Conflicts with the Utes

1. Distribute Chapter 10 Student Handout 3 to each student. Explain to the students that just as the miners (who they learned about in chapter 9) had conflicts with the Indians, so did the farmers. 2. Have students work with a partner and read The Utes and the Western Slope section. They will complete the concept map on the handout together as they read. 3. Give each student one index card. Have students put their name on one side of the card.

216 Chapter 10: Farmers and Ranchers 4. Ask students to write their response to one of the prompts: If they were Nathan Meeker and knew the Utes would rebel, what other option would they choose? What would they have done differently if they were Nathan Meeker? Can they think of a different solution than trying to teach the Utes to farm, which only angered them? 5. Have students walk around the room with their cards. When you tell them to “freeze,” they should team up with the person closest to them and tell their partner what they wrote on their note card. Then they exchange cards so that when you tell them to start walking again, they have their partner’s card. When you tell them to “freeze” again, they should team up with a different partner. Then they explain to that partner the idea their past partner had written on their note card. Once again, they exchange cards. Continue with this until students get to hear four or five different ideas. 6. Have students go back to their seats and return the card they have to its original owner. 7. Students will work individually and write two newspaper headlines, one from the perspective of the US government and one from the perspective of the Ute Indians. 8. Have students share their headlines with each other.

Lesson 4 — Review, Reflect, and Respond

1. As a class, read the last section of chapter 10, Farming Today. Discuss how farming in Colorado has changed since the 1800s. 2. Ask the students to Review, Reflect, and Respond to the Focus Question for this chapter: How and why was farming in eastern Colorado different from farming in the San Luis Valley? a. Review: Give students 3–5 minutes to review their notes, the textbook, and their concept maps about early farming and ranching in Colorado. Have them make a list of ideas about why they were commercial rather than self-sufficient farmers. b. Reflect: Organize students into groups of three or four. Have students discuss in these small groups the reasons why farmers were commercial rather than self- sufficient. They can use their notes for this discussion. c. Respond: Have students write a paragraph in their notebooks responding to the Focus Question. Make sure they fully answer the question. Encourage students to use specific examples and details to support their ideas.

217 Chapter 10: Farmers and Ranchers Chapter 10 Assessments Chapter 10 Performance Assessment

1. Distribute Chapter 10 Student Handout 4 to each student. Go over the directions together as a class. 2. Students will be responding to several prompts in a mock interview about the lives of farmers and ranchers, as well as responding to the Focus Question. 3. Go over the rubric with the students so they know what they will be graded on. 4. When students complete the interviews, you could have volunteers role-play and share their presentations with the class.

Chapter 10 Traditional Assessment

Distribute Chapter 10 Student Handout 5 to each student. Have the students complete the assessment.

218 Chapter 10: Farmers and Ranchers 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 ran Farming ching 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 Chapter 10 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The interview clearly and The interview accurately The interview somewhat The interview uses little Standards in Social Studies accurately describes how describes how the describes how the evidence to describe how 2.2.a the environment provides environment provides environment provides the environment provides opportunities and places opportunities and places opportunities and places opportunities and places constraints on early constraints on early constraints on early constraints on early farming and ranching in farming and ranching in farming and ranching in farming and ranching in Colorado Colorado Colorado Colorado Common Core Writing The writing conveys The writing conveys The writing conveys some The writing does not Standard 4.2 information clearly using information using details information using some accurately convey details to answer the Focus to answer the Focus details to answer the Focus information because of Question Question Question a lack of details in an attempt to answer the Focus Question Name Date Chapter 10 — Student Handout 5

Chapter 10 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Cash crops are m ways for miners to cash in their gold nuggets. m crops farmers could sell to other settlers and miners. m crops grown along an irrigation ditch. 2. Open range meant m harvesting the grass on the plains. m fencing cattle to protect them from blizzards. m turning cattle out to graze on the plains. 3. Colony towns were m usually made of sod. m towns without banks. m towns settled by groups of people who planned the communities together. 4. River valley farmers grew crops to sell for cash because m they had lots of people like miners who would buy their products. m they did not need the food for their families. m they needed the money to travel back east to visit family. 5. Cattle ranchers saw a big increase in profits when m they fed the cattle hay they bought from farmers. m the railroad reached Colorado and hauled carloads of cattle to markets in the East. m they decided to fence cattle rather than let them roam on the open range. 6. Plains farmers had to learn to dryland farm because m they did not want to build canals as river valley farmers did. m they used up all the water in the rivers. m the rain stopped, and they had to adapt by growing other kinds of products and using different farming techniques.

Chapter 10: Farmers and Ranchers 7. Grand Junction became well-known for its fruit crops throughout Colorado because m the railroads helped ship fruits to towns and cities along the Front Range. m the Utes helped with the farming. m fruit was not grown anywhere in the West except for the Western Slope.

Part 2: Matching. Settlers developed river valleys and plains differently. Place a checkmark in the box indicating whether the statement is characteristic of a river valley or the plains. Some boxes may get two checkmarks. River Valleys Plains 1. It had good farmland close to rivers.

2. The land could not be irrigated.

3. Dryland farming methods were used.

4. Ditches and canals brought water to the crops.

5. Irrigation was used.

6. Early settlements grew into towns.

7. The land was used for cattle.

8. Early settlers were good neighbors.

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How and why was farming in eastern Colorado different from farming in the San Luis Valley?

Chapter 10: Farmers and Ranchers [Answer Key] Chapter 10 — Student Handout 5

Chapter 10 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Cash crops are m ways for miners to cash in their gold nuggets. l crops farmers could sell to other settlers and miners. m crops grown along an irrigation ditch.

2. Open range meant m harvesting the grass on the plains. m fencing cattle to protect them from blizzards. l turning cattle out to graze on the plains.

3. Colony towns were m usually made of sod. m towns without banks. l towns settled by groups of people who planned the communities together.

4. River valley farmers grew crops to sell for cash because l they had lots of people like miners who would buy their products. m they did not need the food for their families. m they needed the money to travel back east to visit family.

5. Cattle ranchers saw a big increase in profits when m they fed the cattle hay they bought from farmers. l the railroad reached Colorado and hauled carloads of cattle to markets in the East. m they decided to fence cattle rather than let them roam on the open range.

6. Plains farmers had to learn to dryland farm because m they did not want to build canals like river valley farmers did. m they used up all the water in the rivers. l the rain stopped, and they had to adapt by growing other kinds of products and using different farming techniques.

Chapter 10: Farmers and Ranchers [Answer Key]

7. Grand Junction became well-known for its fruit crops throughout Colorado because l the railroads helped ship fruits to towns and cities along the Front Range. m the Utes helped with the farming. m fruit was not grown anywhere in the West except for the Western Slope.

2. The land could not be irrigated. [X]

3. Dryland farming methods were used. [X]

4. Ditches and canals brought water to the crops. [X]

5. Irrigation was used. [X]

6. Early settlements grew into towns. [X]

7. The land was used for cattle. [X]

8. Early settlers were good neighbors. [X]

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How and why was farming in eastern Colorado different from farming in the San Luis Valley? [Answers will vary]

Chapter 10: Farmers and Ranchers Government and Citizenship Stand-Alone Lesson

Ovv er iew of Government and Citizenship Lesson

This lesson introduces students to the foundation of government in the United States by focusing on the state of Colorado. It begins by asking students what governments do and to reflect on how they impact their own lives. After comparing several government systems, students learn about the rights and responsibilities of citizens and discuss their importance. At the completion of this lesson, students conduct research on a public policy issue and outline the arguments for and against the issue. This lesson helps students understand the foundation of government and the influences government has on people today.

Standards Addressed

1.2.c. Describe the development of the political structure in Colorado history. 4.1.b. Provide supportive arguments for both sides of a current public policy debate. 4.2.a. Explain the origins, structure, and function of the three branches of the state government and the relationships among them. 4.2.c. Identify and explain the services state government provides and how these services are funded. 4.2.d. Explain the historical foundation and the events that led to the formation of Colorado’s government.

Key Vocabulary democracy, constitution, limited government, separation of powers, checks and balances, representative democracies, citizens, citizenship

231 Lesson

1. Ask students to write down their definition of government. Have them share their ideas with a partner, and then have volunteers share out with the class. 2. The dictionary definition of government is “people who make decisions and a system that is used to control a country or state.” Discuss this definition with the students. 3. Have students imagine what would happen if we did not have a government. What would our country or state be like if we had no government? Discuss as a class. 4. Have students read the section about what governments do and make a list of how government affects their own lives. Have students share their lists with a partner or small group. 5. As a class, read the next section, What Kind of State Government Do We Have? For each bold word, have students brainstorm a simile or metaphor for each word that they can relate to. They may need help coming up with similes or metaphors for these words in their own lives. Some possible examples are: a. Constitution: Rules created for your classroom. b. Limited government: All people in the school, both students and adults, have to abide by certain rules. c. Separation of powers: The principal is responsible for leading the school, the teacher is responsible for teaching the students, the cafeteria workers feed the students, and so on. d. Checks and balances: If a teacher makes a rule that many think is unfair, the principal can cancel that rule. e. Representative democracy: Students are voted into positions to make decisions for the school (student council). f. Citizens: Students are all part of the school and have pride in the school. g. Citizenship: Students are all part of the school and abide by the same rules. 6. Read the Rights and Responsibilities of Citizenship section as a class. Have students participate in the Freeze and Share activity. As in musical chairs, play music and have students walk around the room. When you stop the music, students should stop and talk with the student closest to them. If there is a group of three, they can all talk together. 7. When the music stops, read one of the questions from the Freeze and Share activity (number 8). Students should stop and talk with each other about what they think

232 Government and Citizenship Stand-Alone Lesson for 1–2 minutes. Then start the music and have students mingle until the music stops. Ask students the next question. Continue until all the questions are presented to the students. 8. Freeze and Share activity questions Responsibilities:

a. Do you think it is your responsibility to stand up for a student who is being bullied by other students? Why or why not? b. Do you think it is your responsibility to tell your parents if you heard from a friend that he or she stole something from the store? Why or why not? c. Do you think it is your responsibility to pick up trash on the street if you find it? Why or why not? d. Do you think it is your responsibility to try your best and work hard in school? Why or why not? Rights:

e. Do you think it is your right to say what you want to your classmates even if it will hurt someone’s feelings? Why or why not? f. Do you think it is your right to believe what you want even though your family and friends disagree? Why or why not? g. Do you think it is your right to tell your state representatives how they should vote on state laws? Why or why not? h. Do you think it is your right to own a gun when you are over eighteen years old? Why or why not? 9. Debrief the rights and responsibilities as a class. 10. Read the final section, Knowledge of Public Issues, as a class. Have students choose one of the public policy issues presented or another approved issue, and have them conduct research for and against this policy. 11. Have students present their ideas to the class.

233 Government and Citizenship Stand-Alone Lesson Chapter Changing Times, 1890–1945 11 Teacher’s Guide

Focus Question: How did mining, farming and ranching, and city life in Colorado change between 1890 and 1945?

The Big Idea from This Chapter: These fifty-plus years saw many changes in Colorado in mining, farming, ranching, and town and city life, including a period of hard times called the Great Depression.

T eacher Content Background

This chapter takes the history of Colorado into the twentieth century. It builds on the preceding chapters, which focused on the people who had arrived by the 1890s. These early farmers, ranchers, and townspeople left a lasting imprint on the state. They established mining as a leading industry, made irrigated farming a success, and founded the settlements that became Colorado’s major towns and cities. Chapter 11 looks at what happened next. Mining, a declining industry by 1890, made a comeback. Gold was discovered that year at Cripple Creek, which became the richest of Colorado’s gold regions. Coal mining was a major industry during the early 1900s. Among the minerals that were important to the state’s economy were tungsten and molybdenum. The early 1900s were prosperous years for Colorado. People moved to towns and cities along the Front Range in greater numbers than before. Pueblo’s steel mills employed thousands of workers. Colorado Springs and other tourist centers prospered. The Denver area became the state’s transportation and manufacturing hub. The first years of the new century were also good times for farmers, especially those who began raising sugar beets. Stock raisers also prospered. These good times continued into the 1920s. The Great Depression brought hard times to Colorado, as to much of the United States. Everyone suffered from low prices, unemployment, and mortgage foreclosures.

234 Farmers on the plains of eastern Colorado also had to contend with years of drought and dust storms.

Ovv er iew of Chapter 11 Lessons

In this chapter, students examine how life changed for various groups living in Colorado from 1890 to 1945. In Lesson 1, groups focus on miners, city dwellers, or farmers and ranchers and learn about how life changed for that group. Then, using a jigsaw, students teach each other about these three groups. Lesson 2 asks students to use cause-and-effect cards to evaluate some of the causes and effects of various events during that time period. In Lesson 3, students choose specific events and act as the governor of Colorado and come up with solutions to these problems. The final lesson has students revisit the Focus Question: How did mining, farming and ranching, and city life in Colorado change between 1890 and 1945? These lessons will give the students the skills, tools, and content needed to complete the assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students write four diary entries over four time periods from the perspective of someone living in Colorado during each time period. In the traditional assessment, students answer multiple choice, short answer, and an essay question about how life changed in Colorado during this time. Both assessments evaluate the Colorado Academic Standards and Common Core Standards.

Colorado Academic Standards

Colorado Academic Standards in Social Studies Assessed 1.2.a. Analyze various eras in Colorado history and the relationship between these eras and eras in US history, as well as the changes in Colorado over time.

Colorado Academic Standards in Social Studies Addressed 4.1.a. Give examples of issues faced by the state and develop possible solutions. 4.1.c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved. 4.2.b. Identify and explain a variety of roles leaders, citizens, and others play in state government.

235 Chapter 11: Changing Times, 1890–1945 Common Core Standards

Common Core Standards Assessed 4.3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Tw enty-first-Century Skills Addressed and Assessed

Invention

Key Vocabulary coal mining, steel mills, referendum, suffrage, amendment, conservationists, Great Depression, Dust Bowl

Materials

Chapter 11 Student Handout 1: One copy per group (total of three) or project on the front board Chapter 11 Student Handout 2: One copy per group Chapter 11 Student Handout 3: One copy per pair (needs to be cut before lesson) Chapter 11 Student Handout 4: One copy per pair Chapter 11 Student Handout 5: One per student Chapter 11 Student Handout 6: One per student—for performance assessment Chapter 11 Student Handout 7: One per student—for traditional assessment

Other Materials

• Colored pencils for use in Lesson 1 • Glue or glue sticks for use in Lesson 2

236 Chapter 11: Changing Times, 1890–1945 Extension Activities

1. Research your town. Have students conduct interviews with local residents about the history of the town, or conduct research using the Internet or local history museum. Have students write a description of the town at the turn of the twentieth century and how it has changed. 2. Research reports and presentations. Have students choose an event that occurred in Colorado between 1890 and 1945. Have them research the event and describe the causes and effects. Have students present their project to the class. Some possible research topics are: President Theodore Roosevelt creates Medicine Bow Forest Reserve—just the first of many, the Titanic sinks and Margaret (“the Unsinkable Molly”) Brown is hailed as a heroine, the Ludlow Massacre occurs, floods on the Arkansas River kill 1,500 people around Pueblo, the Moffat Tunnel is created, the Royal Gorge Bridge is built, the first public tow-assisted alpine skiing begins, and Red Rocks Amphitheatre is built.

Chapter 11 Lessons

Skills and Tools for Learning: Read as a class the Skills and Tools for Learning about cause and effect. Students learn the importance of understanding causation when studying history. Students are asked to think about events in their own lives and some of the causes of those events. They then use this understanding to analyze some of the causes of the Dust Bowl in Colorado. Students use their understanding of cause and effect in one of the lessons in chapter 11. Once they have mastered this skill, students are able to create solutions to some of these events or problems in Colorado’s history in the chapter assessment.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

Before/While/After You Read activities: Students begin the chapter by practicing their skimming skills and making predictions about the content by making a two-column chart. In the While You Read activities, students analyze photos and quotations and create questions about the sections. They compare and contrast, make inferences, and describe life in Colorado using the text as reference. In the After You Read activities, students complete the two-column chart and focus on important changes that occurred in Colorado.

237 Chapter 11: Changing Times, 1890–1945 Lesson 1 — Life in Colorado Jigsaw

1. Ask students to think about what life would be like for people living in Colorado at the beginning of the 1900s. Have them write down what they think a day would be like for someone during that time period. Have them share their ideas with a partner. 2. Read the introduction to chapter 11 together as a class. Tell the students they are going to learn about how life changed for miners, city dwellers, and farmers and ranchers around the turn of the century. 3. Organize students into three groups. a. Group 1 will read the Mining section b. Group 2 will read the Urban Growth section c. Group 3 will read the Farming and Ranching section 4. Distribute Chapter 11 Student Handout 1 to each group. You can project the directions on the front board instead of copying them for the groups. Read the directions together as a class. 5. Give students time to copy the chart from the handout into their notebooks. 6. Have groups read the assigned section and complete their portion of the chart together. Be sure all members of the group have the same information, as they will be teaching a smaller group about their section. 7. Jigsaw the groups so there are groups of three, with at least one person from each big group present. 8. Have each small group teach the others about their assigned section. As they teach their peers, the other students should be filling in the rest of the chart. 9. Distribute Chapter 11 Student Handout 2 to each group. They are going to create a word/symbol splash about the changes that occurred during this time period. Go over the directions together as a class. 10. Give groups time to create their word/symbol splash. Have colored pencils available for this activity. 11. Allow students to share their word/symbol splash with the rest of the class.

238 Chapter 11: Changing Times, 1890–1945 Lesson 2 — Cause-and-Effect Card Sort 1. Before class begins, copy and cut out cards found on Chapter 11 Student Handout 3. Each pair of students will need a deck of cause-and-effect cards. 2. Ask students to refer back to the Chapter 11 Skills and Tools activity about cause and effect. They were asked to think about an important event in their lives and come up with an immediate and a remote cause of this event. Have them share their events and causes with a partner. 3. Explain that they are going to analyze causes and effects of various events that occurred in Colorado from 1890 to 1945. 4. Divide students into pairs. Distribute Chapter 11 Student Handout 4 and a deck of cause-and-effect cards (Chapter 11 Student Handout 3) to each pair of students. 5. Go over directions as a class. Students will need to use their textbooks for this activity. 6. After students complete the card sort and write their justification for the cause/ effect, have them share with another pair. 7. Debrief as a class. Ask students: Which causes were immediate and which ones were remote? Which events or situations had multiple causes?

Lesson 3 — What Are Your Solutions?

1. Have students brainstorm with a partner and write down a list of negative events or issues in Colorado between 1890 and 1945. They can refer back to their notes and use the textbook to come up with a list. Some possible answers are: • Ludlow Massacre • Women couldn’t vote until 1893 • Large areas of forests were cut down • Great Depression: Workers lost jobs, crop prices fell, farmers lost their farms • Dust Bowl 2. Distribute Chapter 11 Student Handout 5 to each student. Go over directions together as a class. 3. Students will use their charts, notes, word splashes, and the textbook to complete this activity. They are taking on the role of the governor of Colorado during three events that made life in the state difficult. Give students time to brainstorm solutions to some of these problems with a partner before they complete the handout.

239 Chapter 11: Changing Times, 1890–1945 4. On the student handout, have students complete the talking heads and draw facial expressions and statements in the speech bubbles with a solution to the problem. 5. Have students share their talking heads with each other. Allow volunteers to share with the class.

Lesson 4 — Review, Reflect, and Respond 1. Ask the students to Review, Reflect, and Respond to the Focus Question for this chapter: How did mining, farming and ranching, and city life in Colorado change between 1890 and 1945? a. Review: Give students 3–5 minutes to review their notes, the textbook, and their cause-and-effect handout about the changes that occurred in Colorado during these fifty-plus years. Have them make a list of the ways life changed in Colorado. b. Reflect: Organize students into groups of three or four. Have students discuss in these small groups the reasons why life changed during this period. They can use their notes for this discussion. c. Respond: Have students write a paragraph in their notebooks responding to the Focus Question. Make sure they fully answer the question. Encourage students to use specific examples and details to support their ideas.

Chapter 11 Assessments Chapter 11 Performance Assessment

1. Distribute Chapter 11 Student Handout 6 to each student. Go over the directions together as a class. 2. Students will be writing four journal entries from the perspective of one person living in Colorado during the 1890s through 1945. In the journals, students will describe how life has changed for them and respond to the Focus Question. 3. Go over the rubric with the students so they know what they will be graded on.

Chapter 11 Traditional Assessment

Distribute Chapter 11 Student Handout 7 to each student. Have the students complete the assessment.

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

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 [Answer Key] 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 • Gold discovered in • Factory and office • Sugar beets in the economy Cripple Creek workers, hotels, cafés • cattle industry used beet (jobs, crops, • coal became very • worked on railroads— tops and ground-up minerals, and important fixing and working on beets for feed similar items)? • tungsten and them molybdenum were also very important How did changes in • Smelters, stamp mills, • Railroad and airplanes • Combines made technology impact steel mills, and railroads made Denver a farming easier the people? needed coal transportation hub • could haul products • factories employed with trucks people

What was it like • Mines were not safe— • Lots of work • Good life living in these fires and explosions • good access to goods • more crops were sold areas? • had to pay a lot for and services • technology made groceries farming easier • fairly low pay

What types of • Italians, Greeks, and • Immigrants from • German Russians on people worked eastern Europeans Europe worked in the beet farms in these areas steel mills • Japanese from (immigrants, • African Americans got California African Americans, jobs on trains • Mexican workers other groups)?

What other • Ludlow Massacre • Big changes in long- • Dearfield—the first important ideas distance travel African American are found in this settlement 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

Cu a se-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 Chapter 11 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Academic The journals clearly and The journals accurately The journals somewhat The journals use little Standards in Social Studies accurately describe the describe the eras in US describe the eras in US evidence to describe the 1.2.a eras in US history and the history and the changes in history and the changes in eras in US history and the changes in life in Colorado life in Colorado over time life in Colorado over time changes in life in Colorado over time over time Common Core Writing The narrative writing uses The narrative writing The narrative writing uses The narrative writing uses Standard 4.3 many descriptive details uses descriptive details some details and sequence little detail and somewhat and accurate sequence of and accurate sequence of of events to answer the accurate sequence of events to answer the Focus events to answer the Focus Focus Question events to answer the Focus Question Question Question Name Date Chapter 11 — Student Handout 7

Chapter 11 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Suffrage is m a time when many people are suffering. m getting the right to vote. m feed used in feedlots.

2. Steel mills were important in Colorado because m the mills needed coal, which made it a very important product in Colorado. m steel was used in factories. m they hired mine workers who were out of work.

3. Nearly half of the people in Colorado in the 1900s lived in cities because m there was no work to be found in the country. m there were lots of jobs in the cities. m people were leaving farming and moving to California.

4. Sugar beets were used for m sugar in baking. m dyes and colors for clothing. m cattle feed.

5. The Great Depression was a time when m mines, steel mills, factories, and farms were shut down. m many farmers abandoned their farms and moved to California to find work. m both of the above.

Chapter 11: Changing Times, 1890–1945 Part 2: Short Answer. Answer these questions using complete sentences: 1. How did life change for people during the Progressive Era in Colorado? Describe two specific changes.

2. How did life change for people during the 1920s in Colorado? Describe two specific changes.

3. How did life change for people during the Great Depression in Colorado? Describe two specific changes.

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How did mining, farming and ranching, and city life in Colorado change between 1890 and 1945?

Chapter 11: Changing Times, 1890–1945 [Answer Key] Chapter 11 — Student Handout 7

Chapter 11 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Suffrage is m a time when many people are suffering. l getting the right to vote. m feed used in feedlots.

2. Steel mills were important in Colorado because l the mills needed coal, which made it a very important product in Colorado. m steel was used in factories. m they hired mine workers who were out of work.

3. Nearly half of the people in Colorado in the 1900s lived in cities because m there was no work to be found in the country. l there were lots of jobs in the cities. m people were leaving farming and moving to California.

4. Sugar beets were used for m sugar in baking. m dyes and colors for clothing. l cattle feed.

5. The Great Depression was a time when m mines, steel mills, factories, and farms were shut down. m many farmers abandoned their farms and moved to California to find work. l both of the above.

Chapter 11: Changing Times, 1890–1945 [Answer Key]

Part 2: Short Answer. Answer these questions using complete sentences. 1. How did life change for people during the Progressive Era in Colorado? Describe two specific changes. [Answers will vary]

2. How did life change for people during the 1920s in Colorado? Describe two specific changes. [Answers will vary]

3. How did life change for people during the Great Depression in Colorado? Describe two specific changes. [Answers will vary] Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How did mining, farming and ranching, and city life in Colorado change between 1890 and 1945? [Answers will vary]

Chapter 11: Changing Times, 1890–1945 Chapter Modern Times, 1946–Today 12 Teacher’s Guide

Focus Question: How have the ways people live in Colorado changed in recent times?

The Big Idea from This Chapter: During the past seventy years, many changes have taken place in the way the people of Colorado live and make a living.

T eacher Content Background

This chapter examines the years since World War II, which have been remarkably prosperous, generally speaking. The mining industry, especially coal, was still an important industry in the twentieth century and remains so today. According to the Colorado Department of Labor and Employment, coal mining in Colorado generates more than 46,000 related jobs, including miners, engineers, geotechnical services, and transportation. Agriculture also continues to prosper. Farmers grow more acres of irrigated crops than they did three-quarters of a century ago. Diversion tunnels bring water from west of the Continental Divide to the piedmont region. Farmers on the high plains pump water from deep wells to irrigate their once-parched fields. The manufacturing and service industries have also prospered since World War II. Colorado has become a provider of computer parts and other high-tech equipment. Its service sector has continued to provide financial, personal, and communications services to a growing population, especially in the urban corridor. Colorado has attracted many immigrants who come here for the job opportunities, environment, and quality of life. These minorities, as well as those who have lived in Colorado for centuries, experience equal rights, in part because of the Civil Rights Movement. Coloradans like James Reynolds and Corky Gonzales fought tirelessly for the rights of all people in Colorado.

257 This chapter places special emphasis on the growth of tourism and recreation since World War II. The state’s remarkable landscape and climate have always attracted sightseers and health seekers. Colorado is known worldwide as a tourist destination, especially for winter sports. This chapter ends by looking at some of the environmental problems the people of Colorado will have to deal with in the future. Flooding, wildfires, and water conservation are just some of the problems Coloradans will face, and finding solutions to these problems will require active involvement from citizens and government agencies. This chapter asks students to think critically about future problems and how they might solve them as the next generation of policy makers.

Ovv er iew of Chapter 12 Lessons

Students begin this chapter by creating a graphic organizer detailing how life has changed for miners, farmers, urban dwellers, and minorities since World War II. In Lesson 2, students read about tourism and recreation in Colorado and create a tourist brochure encouraging people to travel to Colorado for recreation. In Lesson 3, students work in a group and focus on one future problem Coloradans will face; they propose some solutions to this problem and present them to the class. The final lesson has students revisit the Focus Question: How have the ways people live in Colorado changed in recent times? These lessons will give the students the skills, tools, and content needed to complete the assessment. There are two possible assessments: a performance and a traditional assessment. In the performance assessment, students become authors and illustrators and create a children’s book about how life has changed in Colorado in recent years. In the traditional assessment, students answer multiple choice, short answer, and an essay question about how life changed in Colorado during this time. Both assessments evaluate the Colorado Content Standards and Colorado Academic Standards.

Colorado Content Standards

Colorado Social Studies Content Standards Assessed 1.1.d. Identify and describe how major political and cultural groups have affected the development of the region.

258 Chapter 12: Modern Times, 1946–Today Colorado Social Studies Content Standards Addressed 1.2.d. Describe the impact of various technological developments. 3.1.a. Define positive and negative economic incentives. 3.1.b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives. 4.1.a. Give examples of issues faced by the state, and develop possible solutions. 4.1.c. Discuss how various individuals and groups influence the way an issue that affects the state is viewed and resolved. 4.2.e. Describe how the decisions of the state government affect local government and interact with federal law.

Colorado Academic Standards

Colorado Academic Writing Standards Assessed 4.2. Write information/explanatory texts to examine a topic and convey ideas and information clearly.

Colorado Academic Reading Informational Text Standards Addressed 4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Tw enty-first-Century Skills Addressed and Assessed

Invention

Key Vocabulary economic incentives, urban corridor, suburbs, diverse, segregated, Civil Rights Movement, national parks, fossils, aquifers

Materials

Chapter 12 Student Handout 1: One copy per student Chapter 12 Student Handout 2: One copy per pair Chapter 12 Student Handout 3: One copy per group (total of five groups)

259 Chapter 12: Modern Times, 1946–Today Chapter 12 Student Handout 4: One per student—for performance assessment Chapter 12 Student Handout 5: One per student—for traditional assessment

Other Materials

• Blank 8½-inch × 11-inch paper for each pair to be used in Lesson 2 • Computers with Microsoft Publisher (optional) for use in Lesson 2 • Poster board or butcher paper to be used in Lesson 3 • Markers to be used in Lesson 3 • Paper and book-making materials to be used in the performance assessment

Extension Activities

1. Have students conduct a research project about their town and the changes that have occurred since World War II. 2. Bring in a city planner from your city/town and have them speak with the students about some of the issues your city is experiencing today and will face in the future. Have the planner talk about the future problems city leaders are predicting and how they hope to solve those problems. 3. Visit a local farm to see firsthand how irrigation systems work.

Chapter 12 Lessons

Skills and Tools for Learning: Read as a class the Skills and Tools for Learning about economic incentives. Students read about examples of economic incentives and then create a chart about incentives to move to Colorado. Students have to determine if the incentives are positive or negative. After they analyze the incentives, students are asked which are more important when deciding to move to Colorado. In the end, students understand why Colorado’s population has grown so rapidly since World War II. This serves as a foundation for understanding how life changed in Colorado after World War II as they work through chapter 12.

Vocabulary Lesson: Using one of the vocabulary strategies found in the Teacher’s Resources section, have students familiarize themselves with the key vocabulary terms for this chapter.

260 Chapter 12: Modern Times, 1946–Today Before/While/After You Read activities: Students begin by looking at photos from the chapter and writing prediction questions about the chapter. In the While You Read activities, students analyze world maps and other geographic tools to discuss immigration to Colorado and from where and why people move here. Students also employ context clues and retelling of the text to better understand the content. The After You Read activities ask students to imagine what Colorado would be like without mountains. They also sketch the part of the chapter they found most important.

Lesson 1 — Changes in Colorado

1. Begin this lesson by asking students why they like living in Colorado. Have them create a list of the reasons why and share it with a partner. Share ideas as a class. 2. Ask students if the reasons they like living here are the same reasons some people would move here. Tell the students that Colorado’s population grew rapidly after World War II. 3. Read Colorado after World War II as a class. Discuss the reasons the population grew so rapidly after World War II. 4. Tell students that as the population grew and technology changed, people’s lives changed a lot as well. 5. Divide students into small groups of three to four. Distribute Chapter 12 Student Handout 1 to each student. 6. Go over the directions as a class. In their small groups, students are going to read the next two sections, Mining, Farming, and City Life and Civil Rights in Colorado. As they read, they should fill out the graphic organizer detailing how life changed for miners, farmers, urban dwellers, and minorities. 7. After all groups finish the graphic organizer and the reading, count off students 1–4. 8. Have all the 1s move to one corner of the room, 2s to another corner, and so on. 9. Each new group is going to focus on one group of people.

a. Group 1: Mining b. Group 2: Farming c. Group 3: City dwellers d. Group 4: Minorities

261 Chapter 12: Modern Times, 1946–Today 10. In their new group, have students share in a round-robin style what they filled in on their charts for that group of people. Students should add new ideas they hear to their charts. 11. Each student will create a blog post about their assigned group. They should include these items in the blog post: a. A catchy title b. A paragraph detailing how life has changed for this group c. An illustration showing how life has changed 12. Students can work as a group brainstorming what to include in their blog post, but each student should create their own. 13. Have volunteers from each group share their blog posts with the rest of the class.

Lesson 2 — Travel Brochure

1. Explain to the students that one of the big reasons people are drawn to Colorado is the recreational opportunities. Today they are going to take on the role of a travel agent working to encourage people to come to Colorado for the recreational opportunities. 2. Students will work with a partner. Distribute Chapter 12 Student Handout 2 to each pair of students. Go over the directions together as a class. 3. Partners will read the Tourism and Recreation section and pick out the important sites and activities they will highlight in their travel brochure. 4. Distribute one blank piece of paper to each pair. Give partners time to read, take notes, and create their trifold brochure. 5. If students have access to a computer with Microsoft Publisher, they can create a brochure using this program. They just need to insert their text, photos, and captions into this document. 6. Have students share their brochures with each other.

262 Chapter 12: Modern Times, 1946–Today Lesson 3 — Problems and Solutions Presentations

1. Ask students to think about problems Coloradans might face in the future. Have them make a list of some of these problems. Their list might include: transportation problems; conflicts over water; urban/suburban sprawl or overcrowding in urban areas; funding for important services like schools, forest fires, floods, droughts, and similar problems. 2. Tell the students they are going to focus on one potential problem Coloradans will face in the future and come up with some suggestions to solve the problem. 3. Read the first paragraph of the Facing the Future section together as a class. 4. Break students up into five groups. Each group will focus on just one of the potential problems. a. Group 1: Global warming b. Group 2: Drought c. Group 3: Water conservation d. Group 4: Floods e. Group 5: Forest fires 5. Distribute Chapter 12 Student Handout 3 to each group. Go over the directions together as a class. 6. Give each group time to read the final section in the textbook, brainstorm their solutions, and create their posters. 7. Each group will present their posters and solutions to the class. As groups are presenting, students should take notes in their notebooks about the problems and possible solutions to these problems. 8. Debrief as a class. Ask students which problem they think will be most difficult to solve and why.

263 Chapter 12: Modern Times, 1946–Today Lesson 4 — Review, Reflect, and Respond

1. Ask your students to Review, Reflect, and Respond to the Focus Question for this chapter: How have the ways people live in Colorado changed in recent times? a. Review: Give students 3–5 minutes to review their notes, the textbook, and their cause-and-effect handout about the changes that occurred in Colorado in recent years and how these changes have impacted people’s lives. b. Reflect: Organize students into groups of three or four. Have students discuss in these small groups how life has changed for people in Colorado since World War II. They can use their notes for this discussion. c. Respond: Have students write a paragraph in their notebooks responding to the Focus Question. Make sure they fully answer the question. Encourage students to use specific examples and details to support their ideas.

Chapter 12 Assessments Chapter 12 Performance Assessment

1. Distribute Chapter 12 Student Handout 4 to each student. Go over the directions together as a class. 2. Students will be writing a children’s book about how life has changed in Colorado in recent years. 3. Have supplies available for students to use to create their book. If computers are available, give them the option to create the book using Microsoft Publisher or another similar program. 4. Go over the rubric with the students so they know what they will be graded on.

Chapter 12 Traditional Assessment

Distribute Chapter 12 Student Handout 5 to each student. Have the students complete the assessment.

264 Chapter 12: Modern Times, 1946–Today Name Date Chapter 12 — Student Handout 1

Farming

City Life

Minorities

Chapter 12: Modern Times, 1946–Today [Answer Key] 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 Impact Changes in Technology How People Live Other Important Details Mining • Atomic bombs needed • Uranium led to growth of • The Western Slope has a uranium some small towns lot of mining • clean coal with less • coal produces electricity pollution Farming • Relied a lot on irrigation • Farming became big • City dwellers use water for and big tractors and business, and small farmers drinking machines moved to towns • the Colorado–Big Thompson Project brought water to the Front Range • Fryingpan-Arkansas Project brought water to southern Colorado • dig wells in eastern Colorado • sprinklers on wheels help farmers irrigate City Life • New housing, modern • New immigrants came • Immigrants bring their schools, and parks in, especially farmworkers culture with them and encouraged people to move from Mexico share it with us to suburbs • Denver became a big- • Denver is the state’s league sports center— transportation center, with Broncos, Nuggets, Rockies, highways and DIA and Avalanche

Minorities • CORE held protests • James Reynolds and Corky against segregation Gonzales were two civil • helped to integrate schools rights leaders in Denver and swimming pools • The Crusade for Justice worked to fight for rights of Hispanics

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 Chapter 12 Performance Assessment Rubric

Advanced Proficient Partially Proficient Incomplete Colorado Social Studies The book clearly and The book accurately The book somewhat The book uses little Content Standard 1.1.d accurately describes how describes how groups of describes how groups of evidence to describe how groups of people have people have impacted people have impacted groups of people have impacted Colorado’s Colorado’s development Colorado’s development impacted Colorado’s development development Colorado Academic The book conveys ideas The book conveys ideas The book conveys some The book conveys few Writing Standard 4.2 and information clearly and information clearly ideas and information ideas and little information and precisely while while answering the Focus clearly while answering the clearly while attempting to answering the Focus Question Focus Question answer the Focus Question Question Name Date Chapter 12 — Student Handout 5

Chapter 12 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Since World War II, the population in Colorado m is decreasing because few jobs are available. m is increasing because of increased migration. m is increasing because many couples are having a lot of children.

2. Clean coal m causes less pollution because of the low sulfur content. m is not found in Colorado. m causes more pollution because of the high sulfur content.

3. Farms in Colorado have m become smaller. m become larger. m remained about the same size for over 100 years.

4. People have settled in the suburbs because m the houses and schools are more modern. m there are more jobs there. m it is less expensive to live there.

5. People fought for civil rights in Colorado because m not everyone was allowed to vote. m Hispanic citizens could not own their own homes. m swimming pools and schools were segregated.

Chapter 12: Modern Times, 1946–Today Part 2: Short Answer. Answer these questions using complete sentences. 1. Describe two ways mining in Colorado has changed since World War II.

2. Describe two ways farming in Colorado has changed since World War II.

3. Describe two ways city life in Colorado has changed since World War II.

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How have the ways people live in Colorado changed in recent times?

Chapter 12: Modern Times, 1946–Today [Answer Key]

Chapter 12 — Student Handout 5

Chapter 12 Test

Part 1: Multiple Choice. Mark the correct answer to each question by filling in the bubble in front of it. 1. Since World War II, the population in Colorado m is decreasing because few jobs are available. l is increasing because of increased migration. m is increasing because many couples are having a lot of children.

2. Clean coal l causes less pollution because of the low sulfur content. m is not found in Colorado. m causes more pollution because of the high sulfur content.

3. Farms in Colorado have m become smaller. l become larger. m remained about the same size for over 100 years.

4. People have settled in the suburbs because l the houses and schools are more modern. m there are more jobs there. m it is less expensive to live there.

5. People fought for civil rights in Colorado because m not everyone was allowed to vote. m Hispanic citizens could not own their own homes. l swimming pools and schools were segregated.

Chapter 12: Modern Times, 1946–Today [Answer Key]

Part 2: Short Answer. Answer these questions using complete sentences. 1. Describe two ways mining in Colorado has changed since World War II. [Answers include: Uranium was discovered on the Western Slope to use with nuclear power. Coal mining became important — especially clean coal, which causes less pollution than other coal. The Western Slope has a lot of mines.]

2. Describe two ways farming in Colorado has changed since World War II. [Answers include: Farmers have had more water to irrigate crops. Farms have become larger, and many small farmers have moved to the cities. Lots of water is being pumped from the Western Slope to the Front Range and eastern Colorado for irrigation and drinking water. In eastern Colorado, farmers dig wells to get water and use center-pivot sprinklers to irrigate.]

3. Describe two ways city life in Colorado has changed since World War II. [Answers include: The urban corridor has grown. People started moving to the suburbs for better schools and housing. Growing families added to the population. New immigrants moved in from around the world and brought their cultures and increasing diversity with them.]

Part 3: Essay. Use details and supportive evidence to answer the Focus Question: How have the ways people live in Colorado changed in recent times? [Answers will vary]

Chapter 12: Modern Times, 1946–Today Vocabulary Strategies

Which Words Fit?

Write the list of key words on the front board, or project it from a Word document. Under the words, write the definition for each of the words but not in the same order as the list. Have students try to match words with definitions. As students read through the chapter in the textbook, have them refer back to their lists and definitions and make changes where necessary.

Word Splash

Arrange the key words randomly on the board, leaving room between the words for brainstorming. Have students contribute words or phrases they think define the key words. Group the suggested words around the associated key words. Have students refer to the word splash as they read the chapter in the textbook to check for accuracy. Then have students use each of the key words in a sentence of their own that demonstrates they have learned the word’s meaning. Students could write these sentences individually or as a small group.

276 Word Tree

Write the key words on the front board, or project them from a Word document. Divide students into small groups; each group will be assigned one key word from the chapter. Tell students they are responsible for working with other group members to complete the word tree for the key word they are assigned. Directions for the word tree: Top of Tree—Key word Branch 1—Definition Branch 2—A sentence from the text in which the word is found Branch 3—Three examples of people who might use this word Branch 4—An original sentence using this word

Collect each group’s word tree and project it on the board. Have each group share their word tree with the class.

Exclusion Brainstorming

Make a list of the key words in the chapter, and include other words that would not necessarily be found in that chapter. Project these words on the front board. Have students read the chapter title and subheadings. In a group, have students then look at the list of words projected on the front board. Explain that many of the words will be read in the text but that some do not belong. Ask students to identify the words they would exclude. They should explain why: for example, “I would exclude ‘car’ because early people didn’t have cars.” Have them draw a line through each excluded word. After they have read the chapter, project the words on the front board again. Would they include some of the words they excluded before they read this chapter?

Reld ate Words

Have students look in the glossary for each of the key words listed in the chapter. Have them write down the key words and the definitions in their notebooks. With a partner, have students group the words into sets based on commonalities. For example, they might group words that are all “tools” or that are related to a specific profession, such as “miner.” They should be able to explain why each word belongs in a particular set. After they read the chapter, have students revisit their word sets to reevaluate whether they would keep the words in those sets or move them into different sets.

277 Vocabulary Strategies Sentences

Have students define each key word found in the chapter using contextual clues. Then have them write the key word in a sentence showing their understanding of the word.

Concept Definition Map

Divide the class into groups. Each group will focus on one of the key terms in the chapter. Have students create a concept map for their assigned word:

What are some examples?

278 Vocabulary Strategies Do You Know These Words?

Have students look through the list of key words at the beginning of the chapter. Have them make a four-column chart. In the first column, have students write each of the key words. In the second column, have students put a checkmark if they can define the word. In the third column, have students put a checkmark if they have seen or heard of the word. In the fourth column, have students write the definition if they know it.

X if I can define X if I have seen or Key word the word heard of the word Definition

After students read the chapter, have them revisit this chart and fill in any definitions they did not already know.

Pictorial Analysis

Break students up into groups. Each group will work on one key word from the chapter. Have each group find the definition of the word in the glossary. Give them a blank piece of paper or butcher paper and colored pencils. Groups should draw a pictorial representation of the key word. Have each group write the key word as the title, and then have groups draw a representation of the word using only symbols and illustrations. Share these with the class and post around the classroom so students can refer to the pictures while reading the chapters.

Two-Column Chart

Have students create a two-column chart. In the first column, have students write each key term from the chapter. As they read through the chapter, have students write down the definition in their own words in column two. They should use context clues to help them define the key term. Have students share their definitions with a partner or small group.

279 Vocabulary Strategies Who Am I?

Give students enough 3-inch × 5-inch cards for each key word in the chapter. Have students write one of the key words on one side of each card. At the top of the other side of the card, they should write “Who am I?” As they work through the chapter, have students write a description of the key word on the back of each card without giving away too many details about the word. After students read the chapter and complete the cards, have them walk around the room with their cards. When you tell them to stop (or the music stops), they should find someone next to them and read them the back of one of their Who am I? cards. The partner needs to guess the key word. For example, Who am I? I like it when they place babies in me so I can keep them safe and secure. The answer is “Cradleboard.” Have students repeat this activity until they have gone through all their cards.

Flipchart

Have students create a flipchart of the key terms found in the chapter. They should include the word on one side, and on the back or inside they should include a definition in their own words; a picture, symbol, or illustration; and an example of the word. Have students complete the chart as they read through the chapter.

280 Vocabulary Strategies Bibliography

T eacher Resources

Bachus, Harriet Fish. Tomboy Bride. Boulder: Pruett, 1969. Coel, Margaret. Chief Left Hand. Norman: University of Oklahoma Press, 1981. Crum, Sally. People of the Red Earth. Santa Fe, NM: Ancient City, 1996. Crutchfield, James. It Happened in Colorado. Guilford, CT: Globe Pequot, 1993. Ellis, Anne. The Life of an Ordinary Woman. Lincoln: University of Nebraska Press, 1980. Krudwig, Vickie Leigh. Searching for Chipeta. Golden, CO: Fulcrum, 2004. Lamb, Susan. Mesa Verde National Park. Mariposa, CA: Sierra, 1999. Marsh, Charla. People of the Shining Mountains. Boulder: Pruett, 1982. Mutel, Cornelia, and John Emerick. From Grassland to Glacier. Boulder: Johnson Books, 1992. Ubbelohde, Carl, Maxine Benson, and Duane Smith. A Colorado History. Boulder: Pruett, 2001. Wills, Charles A. An Historical Album of Colorado. Brookfield, CT: Millbrook, 1996. Yue, Charlotte, and David Yue. The Pueblo. Wilmington, MA: Houghton Mifflin, 1986.

Student Resources

Arnold, Caroline. The Ancient Cliff Dwellers of Mesa Verde. Wilmington, MA: Clarion Books, 1992. Avi. The Secret School. New York: Scholastic, 2001. Ayer, Eleanor H. Colorado. Celebrate the States. New York: Benchmark Books, 1997. Ayer, Eleanor. The Colorado Chronicles. Frederick, CO: Jende-Hagan Bookcorp, 1980–84. Bacon, Melvin, and Daniel Blegen. Bent’s Fort. Brookfield, CT: Millbrook, 1995. Baylor, Byrd. When Clay Sings. New York: Aladdin Paperbacks, 1987. Bouchard, David. If You’re Not from the Prairie . . . New York: Aladdin Paperbacks, 1998. Bunting, Eve. Cheyenne Again. Wilmington, MA: Clarion Books, 1995. Downing, Sybil, and Jane Valentine. Colorado Heritage Series. Boulder: Pruett. Elias, Megan. World Almanac: Colorado. Strongsville, OH: World Almanac Library, 2005.

281 Finley, Mary Peace. Little Fox’s Secret: The Mystery of Bent’s Fort. Palmer Lake, CO: Filter, 1999. Finley, Mary Peace. Meadow Lark. Palmer Lake, CO: Filter, 2003. Finley, Mary Peace. Soaring Eagle. Palmer Lake, CO: Filter, 1998. Finley, Mary Peace. White Grizzly. Palmer Lake, CO: Filter, 2000. Flanagan, Alice. The Pueblos. True Books: American Indians. Danbury, CT: Children’s Press, 1998. Fradin, Dennis Brindell. Colorado. From Sea to Shining Sea. Danbury, CT: Children’s Press, 1995. Freedman, Russell. Cowboys of the Wild West. Wilmington, MA: Clarion Books, 1985. Friggins, Myriam. Tales, Trails and Tommyknockers. Boulder: Johnson Books, 1979. Goble, Paul. The Return of the Buffaloes. Westchester, OH: National Geographic, 1996. Hobbs, Will. Beardance. New York: Aladdin Paperbacks, 1993. Hobbs, Will. Bearstone. New York: Aladdin Paperbacks, 2004. Hobbs, Will. Kokopelli’s Flute. New York: Aladdin Paperbacks, 1995. Hoyt-Goldsmith, Diane. Pueblo Storyteller. New York: Holiday House, 1991. Kalman, Bobbie. Boomtowns of the West. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. The Gold Rush. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. Homes of the West. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. Life in a Plains Camp. New York: Crabtree, 2001. Kalman, Bobbie. Life in a Pueblo. New York: Crabtree, 2003. Kalman, Bobbie. Life on the Ranch. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. Life on the Trail. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. Nations of the Plains. New York: Crabtree, 2001. Kalman, Bobbie. Nations of the Southwest. New York: Crabtree, 2003. Kalman, Bobbie. A One-Room School. Historic Communities. New York: Crabtree, 1994. Kalman, Bobbie. The Wagon Train. Life in the Old West. New York: Crabtree, 1999. Kalman, Bobbie. Who Settles the West? Life in the Old West. New York: Crabtree, 1999. Keegan, Marcia. Pueblo Boy. New York: Cobblehill Books, 1991. Keegan, Marcia. Pueblo Girls. Santa Fe, NM: Clear Light, 1999. Kehoe, Stasia Ward. I Live in the Mountains. New York: Rosen, 2000. Krudwig, Vickie Leigh. Hiking through Colorado History. Englewood, CO: Westcliffe, 1998. la Pierre, Yvette. Welcome to Josefina’s World: 1824. The American Girls Collection. Middleton, WI: Pleasant Company, 1999. Lawlor, Laurie. Crossing the Colorado Rockies 1864. American Sisters. New York: Minstrel Book Pocket Books, 1999. McCluskey, Krista. Colorado. A Kid’s Guide to American States. New York: Weigl, 2001. Moody, Ralph. Little Britches. Lincoln: University of Nebraska Press, 1991. Osborne, Mary Pope. Adaline Falling Star. New York: Scholastic Inc., 2000. Patent, Dorothy Hinshaw. Homesteading—Settling America’s Heartland. New York: Walker, 1998. Petersen, David. The Anasazi. New True Books. Danbury, CT: Children’s Press, 1995.

282 Bibliography Petersen, David. Dinosaur National Monument. New True Books. Danbury, CT: Children’s Press, 1991. Rennicke, Jeff. Colorado Wildlife. Denver: Falcon, 1996. Russell, Marion, adapted by Ginger Wadsworth. Along the Santa Fe Trail: Marion Russell’s Own Story. Morton Grove, IL: Albert Whitman, 1993. Schlissel, Lillian. Black Frontiers. New York: Simon and Schuster Books for Young Readers, 1995. Shaughnessy, Diane, and Jack Carpenter. Chief Ouray: Ute Peacemaker. New York: Rosen, 1997. Simmons, Marc. Friday the Arapaho Boy. Albuquerque: University of New Mexico Press, 2004. Thompson, Kathleen. Portrait of America: Colorado. Orlando, FL: Steck-Vaughn, 1991. Trimble, Stephen. The Village of Blue Stone. New York: Macmillan, 1990. Warren, Scott. Cities in the Sand. San Francisco: Chronicle Books, 1992. Wroble, Lisa A. Kids in Pioneer Times. New York: Rosen, 1997. Young, Mary Taylor. On the Trail of Colorado Critters. Denver: Denver Museum of Natural History, 2000.

Websites

Doing History, Keeping the Past: http://www.hewit.unco.edu/dohist/ History Colorado: http://www.historycolorado.org/ Land Use History of North America: http://www.cpluhna.nau.edu/People/ute_indians.htm National Park Service, Bent’s Old Fort: http://www.nps.gov/beol/ National Park Service, Mesa Verde: http://www.nps.gov/meve/

283 Bibliography Credits

Cover: Denver Public Library, Western History Collection, TMD-469 (top left); Alamy © Amar and Isabelle Guillen—Guillen Photo LLC (top center); History Colorado, William Henry Jackson Collection, 94.367.4, 10045242, (top right); The Denver Public Library, Western History Collection, GB-8294 (center left); Shutterstock, Images by Dr. Alan Lipkin (bottom left); Alamy © age footstock (bottom right) Geography: Niki Hayden (chapter opening); Pixabay (Student Handout: p. 1) Chapter 1: Wikimedia, John Fowler (chapter heading); Freestock (Student Handout 1: p. 1); Pixabay (Student Handout 1: p. 2); Shutterstock, pringletta (Student Handout 3); Shutterstock, Kellis (Student Handout 4); Shutterstock, AridOcean (Student Handout 5); Bill Nelson (Student Handout 6 and answer key) Chapter 2: National Park Services (chapter heading); Bill Nelson (Student Handout 1); Shutterstock, Honza Hruby (Student Handout 5) Chapter 3: Eric Carlson (chapter heading); Shutterstock, James Daniels (Student Handout 1: pp. 1 and 2); Pixabay (Student Handout 2); Wikimedia (Student Handout 5) Chapter 4: Wikimedia, Ulrich Egert (chapter heading); Shutterstock, phipatbig (Student Handout 4); Shutterstock, Pinkyone (Student Handout 5) History: Denver Public Library, Western History Collection, H-461 (chapter heading) Chapter 5: History Colorado, 90.156.570, 20030443 (chapter heading); Shutterstock, AKIllustration (Student Handout 1); Shutterstock, FrimuFilms (Student Handout 5); Shutterstock, Kazakova Maryia (Student Handout 6) Chapter 6: Wikimedia, Gift of Mrs. Sidney T. Miller (chapter heading); Shutterstock, Morphart Creation (Student Handout 2: p. 1); Pixabay (Student Handout 2: pp. 2 and 3); Shutterstock, pinare (Student Handout 2: p. 4); Shutterstock, The_Pixel Student( Handout 4); Shutterstock, www.BillionPhotos.com (Student Handout 7)

284 Chapter 7: Alamy © North Wind Picture Archives (chapter heading and Student Handout 4); Denver Public Library, Western History Collection, F-22692 (Student Handout 1); Shutterstock, Andrey_Kuzmin (Student Handout 3); History Colorado, PH.PROP.2057, 10028698 (chapter heading-5); Shutterstock, Tatiana Kasyanova (Student Handout 6); Wikimedia (Student Handout 9: p. 1); Shutterstock, Everett Historical (Student Handout 9: p. 2); Shutterstock, Popel Arseniy (Student Handout 10) Chapter 8: History Colorado, Trinidad, CO, Ph.00422, 10027185 (chapter heading); History Colorado, Agriculture-Irrigation, PH.PROP.633, 10029692 (Student Handout 1: Group B); Shutterstock, Nikiteev_Konstantin (Student Handout 1: Group C); Shutterstock, VIGE.CO (Student Handout 1: Group D); Shutterstock, Leon Rafael (Student Handout 1: Group F); Shutterstock, Karoli (Student Handout 1: Group G); Pixabay (Student Handout 1: Group H); Shutterstock, effrosyni (Student Handout 1: Group I) Economics: Shutterstock, farbled (chapter heading) Chapter 9: History Colorado, Tintype Collection, 86.70.124, 10025298 (chapter heading); Shutterstock, RetroClipArt (Student Handout 1); Shutterstock, R-studio (Student Handout 3: p. 1); Shutterstock, Mark Carrel (Student Handout 3: pp. 2 and 3); Pixabay (Student Handout 4); Shutterstock, berkut (Student Handout 5: top); Shutterstock, m03goff (Student Handout 5: bottom) Chapter 10: Denver Public Library, Western History Collection, chapter headingS-B1026 (chapter heading); Shutterstock, I. Pilon (Student Handout 1: Part B); Shutterstock, owatta (Student Handout 4) Government and Citizenship: Shutterstock, bikeriderlondon (chapter heading) Chapter 11: Denver Public Library, Western History Collection, Z-102 (chapter heading); Ariana Rinken (Student Handout 5: pp. 1–3); Shutterstock, Katya Ershova (Student Handout 5: p 1); Wikimedia (Student Handout 5: p. 2) Chapter 12: Shutterstock, Arina P Habich (chapter heading); Shutterstock, Tropinina Olga (Student Handout 2: p. 1); Shutterstock, Hunor Olah (Student Handout 2: p. 2); Shutterstock, Leremy (Student Handout 3); Shutterstock, Lorelyn Medina (Student Handout 4)

285 Credits