Sample+Unit



 Title of Unit: Exploring Colorado's History

Author: Ann  Primary Subjects: Geography, History, Civics (Social Studies)

Grade Level: Fourth Grade

Introduction:  This unit explores Colorado’s history from the early days, through statehood, to current times. Students will gain an appreciation for the people who helped settle the west and the hardships they endured. Students will learn to locate places in Colorado and determine population distribution by reference to maps. Students will gain knowledge of the structure of Colorado’s state government system. Students will understand the differences in societal structures based upon variables such as religious, economic and philosophical ideas.

First, I prepared an outline, then developed this unit. Here is the outline: Scope & Sequence

Unit Objectives:


 * Students will understand that societies are diverse and have changed over time.
 * Students will be able to use and construct maps and other geographic tools to locate and derive information about people, places, and environments.
 * Students will know the physical and human characteristics of places and use this knowledge to define and study regions and other patterns of change.
 * Students will understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. Students will know the structure and function of state government and how citizen involvement shapes public policy.
 * Students will understand how citizens exercise the roles, rights, and responsibilities of participation in civic life at all levels - local, state, and national.

Time Required: 2 Weeks

__Lesson 1__  Title of lesson: Location, Location, Location

Description of lesson: The first part of this lesson is a fun, aerial tour of Colorado through the magic of Google Earth. The tour has 8 stops, and at each stop, there are activities that will earn the student points. First, read the following directions, then click on the "Colorado Fly By" link below to get the tour started.

DIRECTIONS: Start the tour by clicking on the "Colorado Fly By" link below, then when Google Earth is launched, click on the little file icon at the bottom of the left hand column to start flying. You will see a player in the lower left corner of the Google Earth 3D viewer (if you don't see the player just move the mouse until a little hand appears somewhere on the 3D viewer). The player has buttons on it just like a DVD player. Click the buttons to make them work. Look for stop #1 (it's red and says "START HERE: Click PAUSE then click this DOT!"). The PAUSE button is in the left part of the player (two parallel vertical lines that look like 2 giant skyscrapers). Once you've paused the player, click on the placemark for the numbered stop and a balloon will pop up. The placemarkers are little icons for each stop, like a skier, a dot, or an airplane. Answer the questions in each balloon and earn points. The student with the most points at the end of the tour wins! After you've answered all the questions on a separate piece of paper, you will continue the tour. To do this, click the PLAY button: look for an ARROW where the PAUSE button (2 skyscrapers) used to be. You may need to wait a few seconds for the player to rev up and fly to the next stop. Remember, anytime you want to get a balloon off the screen, just click on the X in the upper righthand corner of the balloon.



Description of lesson: Students construct a map of Colorado, identify and depict its physical characteristics using colored shading, and locate representative cities and towns. Students complete a timeline of major events in Colorado history.

Assignment in class: Discuss the features of Colorado map; complete map. Discuss and complete timeline as a class. Fold 11x17 construction paper to make a folder for all work from this unit; have students put their names on the folders.

Homework: Pass out "Quick Facts: Colorado" from Ben's guide to U.S. Government for Kids website. Students read at home and be prepared to discuss tomorrow.

Resources/materials needed: internet access; paper for tour answers; wall map of Colorado to use as example; 8.5x11 outline maps of Colorado to complete; timeline worksheets to complete; pencils, crayons, colored pencils, markers; foil stars; Quick Facts: Colorado handouts; construction paper.

In addition, we will work on the following group project for the two-week period. Students will be divided into groups of 4 students to complete the "Harvesting Colorado's Resources" project:

Lesson 2

Title of lesson: Colorado’s Early Civilizations

Description of lesson: Students learn about the cliffdwellers who lived in Mesa Verde, the mystery of the Anasazi, and the Ute Indians. Students watch and discuss short “From Sea to Shining Sea” video about the Anasazi culture and lifestyle, and compare and contrast with the cliffdwellers of Mesa Verde. Students are introduced to the Ute Indians of Colorado through readings from the books: __The Utes__, by Allison Lassieur and __Utes__, by Alice Flanagan.

Assignment in class: In class, we discuss yesterday's homework. Students complete worksheet with border of vocabulary words and color central picture of Ute Indian in native dress.

Resources/materials needed: Worksheets; pencils, crayons, colored pencils, markers; books and video mentioned above.

media type="custom" key="3741221"

The five films featured above are an eclectic mix that captures the essence of Colorado. Rich in history, steeped in the rugged beauty of the Rocky Mountains, Colorado is a refection of the unique contributions of its diverse population. The first film explores the ancient civilizations built by the Anasazi Indians in Chaco Canyon and Mesa Verde. The second film demonstrates the use of digital technology to create computerized images of the cliff dwellings at Mesa Verde. Film three takes the viewer on a scenic tour of Rocky Mountain National Park. Film four is a poignant digital story of the 10th Mountain Division who trained at Camp Hale (present day Vail) and contributed to Allied victory in World War II. The final film is an exhiliarating helicopter ride through the mountains of Vail, Keystone, Breckenridge and Beaver Creek ski resorts.

Lesson 3

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Colorado’s Gold Rush and Silver Boom

Description of lesson: We will discuss Colorado's gold rush which many historians believe is the largest gold rush in American history. The Colorado gold rush started in 1859, about a decade later than the famous California gold rush of 1849, although gold reportedly was first found in Colorado as early as 1848 as settlers moved west. Initial gold exploration was centered on the South Platte River at the base of the Rocky Mountains and Clear Creek west of Golden. Students will discuss creation of the Colorado Territory in 1861 and Colorado Statehood in 1876 and the meaning of the familiar slogan, "Pike's Peak or Bust." Students will examine population increases and influx of emigrants due to the gold rush. Students will compare and contrast Colorado's gold rush and silver boom which began around 1879. Students will listen to the story, "Baby Doe Holds onto the Matchless Mine," from __Tales, Trails & Tommyknockers__, by Miriam Friggens.

For a fun scavenger hunt, click here: [|ScavengerHunt.doc]

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Assignment in class: Students view a model of a pioneer mining camp, then work in teams of four to complete "Life in a Mining Camp" worksheet (What did they eat? How did they cook their food? What did they wear? What kind of houses did they live in? Where did they sleep? What did their children play with?)

Resources/materials needed: Advance preparation to set up model, worksheets, pencils, book mentioned above.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 4

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Let's Dig In!

Description of lesson: Students reinforce their prior learning and learn more about Colorado's early inhabitants. Students will listen to the story, "Cowboys and Castles," from __Tales, Trails & Tommyknockers__, by Miriam Friggens, about the discovery of the cliff dwellings at Mesa Verde.

Assignment in class: Students rotate through four different stations, each station accommodating four to five children. Stations include:

(1) Anasazi Culture: by exploring the Bureau of Land Management's website "Who Were the Anasazi?" (http://www.blm.gov/co/st/en/fo/ahc/who_were_the_anasazi.html), students complete a worksheet "Who Were the Ancestral Pueblo People and Where Did they Go?"

(2) Archeological Dig: students visit the classroom sand table to dig for ancient artifacts including (a) fool's gold nuggets, (b) rock fossils, (c) rock wall petroglyph pieces, and (d) pottery shards. Students use individual check-off sheets to note each discovered artifact.

(3) Beads and Feathers: students examine Native American headdress materials and choose their favorite headdress from a stack of photos to use as the pattern for coloring a worksheet.

(4) Colorado A to Z: Students choose a letter from the book __C is for Centennial__, by Louise Doak Whitney, read the entry, then write a one-paragraph summary of the main theme(s).

Resources/materials needed: __Tales, Trails and Tommyknockers__, four copies of __C is for Centennial__, internet access. Advance preparation to set up stations: worksheets, pencils, composition notebooks, lined writing sheets, crayons, colored pencils, markers, sand table with hidden artifacts, small trowels for digging, paper towels and wipes for cleanup, beads, feathers, photos of headdresses, bell to ring for rotations.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 5

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive;"><span style="color: #11045d; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Trappers, Traders and Mountain Men

Description of lesson: Students will learn about trappers and traders, who were the first white Americans to live year-round in the territory now called Colorado. Trappers migrated west of the Mississippi River in the early 1700's. Students will learn about traders and Bent's Fort which was an important trading center in Colorado in the early 1800's. Students will learn about travelling the Santa Fe Trail from St. Louis to Santa Fe. <span style="color: #11045d; font-family: 'Comic Sans MS',cursive; font-size: 120%;">To hear the story of one of Colorado's most famous mountain men: the notorious cannibal, Alferd Packer, click on this link Packer Podcasts!

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Assignment in class: Students pick partners and complete Colorado history word search puzzles.

Resources/materials needed: Word search puzzles, pencils or markers.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 6

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Population, Land Use and Urbanization

Description of lesson: Reinforce previous discussion about population increases because of the gold rush. Review and discuss "Population by State, 1790 to 2007" chart. Focus on Colorado, but compare to a few other states. Review and discuss census data 1876, 1960, 2000, 2008 (estimated). Compare night sky maps 1890, 1970, 2000, 2030 (estimated). Discuss effect on land use as population increases in certain areas.

Assignment in class: Students get into their regular teams of 4 students and go to the link below for fun Colorado Facts Flashcards. Each team will study the flashcards and then add two new fun facts to the flashcards set by doing the following: (1) Click the flashcard link below. (2) Each team makes sure they are logged in using our classroom user name and password. (3) At the top of the flashcard set, click on the "add cards to this card set" button. (4) Type your question on the left side of the screen (the "front" of the card), then use the tab key to move to the right side of the screen (the "back" of the card), and type the answer. (5) Log Out. If teams need ideas for more flashcards, go to the link below for the Colorado emblems and symbols page.

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Colorado Facts Flashcards]

[|Colorado Emblems & Symbols]

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Students color worksheets of Denver flag, Colorado flag, lark bunting, blue columbine, Colorado blue spruce.

Resources/materials needed: Worksheets, crayons, colored pencils, markers; internet access.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 7

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Structure and Function of Colorado’s Government

Description of lesson: Students are introduced to forms of local and State government. Students discuss the relationship of local, State and national government. Students read aloud and discuss "State Government" page from Ben's Guide to U.S. Government for Kids to prepare for tomorrow's field trip. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Ben's Guide to State Government]

Assignment in class: Students get into pairs and play computer games at the Colorado Historical Society website (Ticket to Ride, Perfect Match Game, Magnetic Building Board, Kindergarten Room Search, and Fun Facts). (http://www.coloradohistory.org/HSP/Kidscorner.html) <span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 12pt; msofareastfontfamily: 'Times New Roman';"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Resources/materials needed: Internet access.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 8

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Under the Gold Dome

Description of lesson: Today, students will have a field trip to the State Capitol in Denver. Students pick up sack lunches at the school cafeteria (or bring their own sack lunches) and board the buses at 9:20 a.m. We are dropped off at the Colfax Avenue entrance of the capitol where we gather just inside at the tour desk. We are taken to a meeting room in the basement where we leave coats and lunches and begin the tour. Highlights of the tour include: early Colorado history, Capitol construction, the lawmaking process, the gold dome, several stained glass windows, Women's Gold Tapestry, presidential portraits and a stop outside the Senate and House or Representatives' chambers. Our tour will be during the legislative session (January through May each year), so we will also visit with a Senator and attend a presentation by a Senate Aide about the legislative process. We will eat our lunches in the basement of the rotunda. After lunch, we join the tour guide for a tour of the gold dome. Buses pick us up at 2:00 p.m. and deliver us back to school. Once settled back in the classroom, each student writes a summary paragraph about our trip experience. Class is dismissed as usual at 3:45 p.m.

Assignment in class: Write a two-paragraph summary about the field trip. Each student includes his/her three favorite things that s/he saw or learned. If time, students may illustrate their work. The best part of this assignment is that we will record our summaries online, and then post those recordings to our wiki page. We'll use a new online recording program called "vocaroo." <span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Resources/materials needed: Each student will have his/her composition notebook or a lined piece of paper, pencil, and crayons, colored pencils or markers.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 9

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Donkeys, Elephants and Other Political Critters

<span style="color: #11045d; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Description of lesson: <span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%; msospacerun: yes;">Through readings from __Presidential Elections and other Cool Facts__, by Syl Sobel, students are introduced to the two-party system in the United States (Republican and Democratic Parties), the establishment and roles of other political parties (such as the Green, Independent, Libertarian Parties), voting, and electoral college. Students compare and contrast Denver's hosting of the Democratic National Conventions in 1908 and 2008.

Here is a short video about the 1908 convention: media type="custom" key="3673331"

media type="custom" key="3673325" <span style="color: #11045d; font-family: 'Comic Sans MS',cursive; font-size: 120%;">is a short video about the 2008 convention.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Homework Assignment: Students review pamphlet with capsule biographies of current and each former president of the United States and create a tally list of political parties and number of presidents belonged to each party (when he was elected).

Resources/materials needed: Book described above. Copy of July 8, 2008 Rocky Mountain News special report on the 1908 convention. Copies of Rocky Mountain News DNC special section August 25-28, 2008. Pamphlet described above and sheet of writing paper for each student's homework assignment.

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Lesson 10

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Title of lesson: Colorado Going Green; Final Progress Check

Description of lesson: Students discuss Colorado's renewable energy sources: wind energy, hydropower, solar power. Use example of Namaste Solar a Denver company that installed solar panels on the Museum of Nature and Science and became famous recently for introducing President Obama at the Museum.

Going green in the home and at school: using bubbl.us, the students will brainstorm ideas for conserving at home and at school <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Click to Brainstorm] <span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Once at the bubbl.us website, double click the file name "classroom project" in the upper right hand corner of the screen. This loads our brainstorming chart, with the two main categories "Conservation at Home" and "Conservation at School." To add ideas under the Conservation at Home topic, the cursor must be over the grey Conservation at Home bubble - then click on the small square that appears along the bottom edge of the Conservation at Home bubble. This creates a new "child" bubble where a new idea may be typed in. Follow the same procedure to add ideas to the Conservation at School topic. A new bubble also may be created by position the cursor over one of the green idea bubbles and clicking on the small square near the right side of the bubble to create a new "sibling." To reposition the bubbles, position the cursor over the bubble that needs to move, then left mouse-click and hold on the four-way arrow at the top left of the bubble while dragging and dropping the bubble to a new location. Once completed, the chart will be printed and posted in the classroom.

Here are some of Colorado's major sources of renewable energy: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Going Green Fun Facts.doc]

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">As a class, students will guess the answers to "How Many Years to Disappear?" worksheet.

Here's the worksheet: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|How Many Years to Disappear.doc] <span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Check your answers: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|Disappear-Answer Key.doc]

<span style="color: #11045d; display: block; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Assignment in class: Students complete a 15-question multiple choice and true-false quiz covering the unit.

Resources/materials needed: Denver Post article about President Obama's February 17, 2009 visit to the Museum of Nature and Science; quizzes, pencils.