Colorado- A Look Into the Past

Student Pages A Look into the Past: Colorado 1850-1900 A WebQuest/KnowledgeQuest for 7th Grade English & History Designed by: Ember Babcock, Lori Buechner, Stephanie Johnson & Marti Porreco ebabcock@jeffco.k12.co.us, lbuechne@jeffco.k12.co.us, stemjohn@jeffco.k12.co.us, porrecox4@aol.com July 2006 Jefferson Academy Secondary School www.jajags.com Intro Task Process Evaluation Conclusion Credits Teacher Screens Directions for Students   Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide  Intro Task Process Evaluation Conclusion Credits Teacher Screens Introduction for Students      What was happening in Colorado in the late 1800’s? Who lived here? What were they doing? In this Knowledge Quest you will be researching different aspects of life during this time period. You will be assigned to a group that will be researching one question/topic about Colorado in the 1800’s. Each group will report to the class what they learned about their topic. Group 1: Who were the people that settled in or traveled through Colorado during this time? If they stayed, why did they stay? Group 2: What else was going on in the country or the rest of the world at this time? For example, describe how did the Civil War effected Colorado. Group 3: What types of jobs and economies existed in Colorado at this time? What types of technology? How was the environment impacted by settlers (think about farming and mining)? Group 4: What were the social issues and how was society set up at this time? What did people do for entertainment? Describe family life, schooling, holidays, customs and clothing for this era. Task Process Evaluation Conclusion Credits Teacher Screens Intro The Task for Students… You will analyze primary source documents and images in order to answer your group’s question and then to produce a creative project (see list) that you will present to the class. Your creative project must include; primary sources, the answer to your group’s question and a works cited page. Project ideas may include a:  Song  Play  Storybook  Newspaper  Museum exhibit  Brochure  Your own idea (approved by your teacher of course!) Conclusion Credits Teacher Screens Intro Task Process Evaluation …The Task for Students   Your research should involve books (remember those?), web links provided and other library resources. Other possibilities could included conducting personal interviews, visiting local museums, historical sites, etc. Intro Task Process Evaluation Conclusion Credits Teacher Screens The Process for Students 1. Access the following online and print resources in order to complete the rest of the steps. Doing History, Keeping the Past Note: Be sure to fully explore this site (for ex. click all buttons and READ each page).  Time Line of The Civil War - 1861  The Emergence of Advertising in America: 1850-1920 - (American Memory from the Library of Congress)  Alexander Graham Bell Family Papers: Home  An American Time Capsule: Three Centuries of Broadsides and Other Printed Ephemera  Band Music from the Civil War Era: Home Page  Civil War Treasures from the New-York Historical Society (American Memory, Library of Congress)  The Evolution of the Conservation Movement, 1850-1920  America's First Look into the Camera: Daguerreotype Portraits and Views, 1839-1862  The Nineteenth Century in Print: the Making of America in Books  The Nineteenth Century in Print: the Making of America in Periodicals  Panoramic Photographs (American Memory from the Library of Congress)  Prairie Settlement (American Memory, Library of Congress)  American Notes: Travel in America, 1750-1920  History of the American West (American Memory, Library of Congress)  By Popular Demand: "Votes for Women" Suffrage Pictures, 1850-1920  America at Work / America at Leisure, 1894-1915  The History Place - U.S. Civil War 1861-1865  Civil War in America Timeline of Battles  The Photography Collection - Western History / Genealogy Department - at The Denver Public Library  ColoradoHistoricalSociety     Colorado Then & Now (books I & II) by William Henry Jackson, John Fielder, Ed Marston & Gillian Klucas Tomboy Bride by Harriet Fish Backus The Five States of Colorado by Colorado Humanities Intro Task Process Evaluation Conclusion Credits Teacher Screens The Process for Students 2. Complete the research worksheets linked here as you research your group’s question for your creative project (scroll down the document to find all 3 worksheets):    Intro Mind-mapping Your Group Question(s) Primary Source Analysis Worksheet Compare and Contrast Worksheet Task Process Evaluation Conclusion Credits Teacher Screens The Process for Students 3. Decide with your group which type of creative project you will be doing. 4. Use the Primary Sources you found for your Primary Source Analysis Worksheet to put together your project. Intro Task Process Evaluation Conclusion Credits Teacher Screens Evaluation for Students  Your grade will be broken up into two areas: the group’s final grade, and your personal grade within your group. Click the link for the Evaluation Rubric document.  Intro Task Process Evaluation Conclusion Credits Teacher Screens Conclusion for Students  By the end of this Unit, you should have a better understanding of the people who lived in Colorado in the late 1800s. Why did they come? What were they doing? What made them stay? You should also have experienced some very creative projects from other groups. Intro Task Process Evaluation Conclusion Credits Teacher Screens Credits & References  Adventure of the American Mind- Colorado at http://aamcolorado.mscd.edu/index.htm  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. Intro Task Process Evaluation Conclusion Credits Teacher Screens Teacher Pages A Look into the Past: Colorado 1850-1900 A WebQuest/KnowledgeQuest for 7th Grade English & History Designed by: Ember Babcock, Lori Buechner, Stephanie Johnson & Marti Porreco ebabcock@jeffco.k12.co.us, lbuechne@jeffco.k12.co.us, stemjohn@jeffco.k12.co.us, porrecox4@aol.com Jefferson Academy Secondary School www.jajags.com Intro Learners Standards Process Resources Evaluation Conclusion Credits July 2006 Student Screens Directions   Click once OR press the space key to advance to the next slide Press the backspace key to go back one slide  Use the buttons at the bottom of each slide to go back and review any steps AFTER you have gone through all slides individually. Follow the directions on each slide  Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Introduction  This lesson was developed as part of the Adventure of the American Mind Colorado Project in affiliation with The American Memory Project. A Look into the Past: Colorado 1850-1900 is designed to have students examine westward expansion through Colorado. Students will focus on the people that were settling the territory, why they were settling and the effects of their presence.  Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens About Your Learners  This lesson is anchored in seventh grade social studies and language arts and involves and science to a lesser extent. This lesson can easily be extended to sixth or eighth grades. Students will need to have a basic understanding of westward expansion in the United States and The Civil War. They should also be familiar with basic research skills.  Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens …Learning Standards  This lesson implicitly teaches several types of thinking including Inference-making, Critical thinking, Creative production, Creative problem-solving, Observation and categorization, Comparison, Teamwork and Compromise. Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Intro …Learning Standards READING AND WRITING  Students read and understand a variety of materials.  Students apply thinking skills to their reading, writing, speaking, listening, and viewing.  Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.  Students read and recognize literature as a record of human experience. HISTORY  Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.  Students know how to use the processes and resources of historical inquiry.  Students understand that societies are diverse and have changed over time.  Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.  Students know that religious and philosophical ideas have been powerful forces throughout history. GEOGRAPHY  Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.  Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.  Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.  Students apply knowledge of people, places, and environments to understand the past and present and to plan for the future. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Learning Standards cont. Science  Life Science: Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.  Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. Information Literacy  Students understand how to use and construct meaning efficiently and effectively from the information resources available to them.  Students evaluate information critically and competently.  Students use information accurately and creatively.  Students appreciate literature and other creative expressions of information.  Students are independent learners and strive for excellence in information seeking and knowledge generation.  Students contribute positively to the learning community and to society and practice ethical behavior in regard to information and information technology.  Students contribute positively to the learning community and to society and participate effectively in groups to pursue and generate information. Technology (NETS)  Students know and understand basic technology operations and concepts.  Students know and understand social, ethical and human issues related to technology.  Students know and utilize technology productivity tools.  Students know and utilize technology communication tools.  Students know and utilize technology research tools.  Students know and utilize technology problem-solving and decision-making skills. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens The Process  This lesson is an interdisciplinary lesson between History, English and Science. It will involve more than one class period, and can be taught in one period per day or part of several class periods each day. In total, this unit should last 5-6 90 minute periods or 10-12 45 minute periods. Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Intro The Process   The students are divided into five groups of students of differing abilities. Teachers will know how best to divide their classes for maximum effectiveness. The question for group 2 could be easily adapted to students with Academic challenges. One struggle students may face is all groups beginning at the top of the list of suggested web sites, working their way down and giving up before they reach the most useful sites for their group. This can be overcome by the teacher assigning specific “starting points” in the list for each group. However, one of our goals is to get students to analyze a LARGE number of sources for needed information. Teachers may choose to limit the number of sites for each group at their discretion. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens The Process  The teacher needs to be wellversed in searching the WWW and directing student research. Novice teachers as well as more experienced should feel free to adapt this lesson to their specific situation. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens The Process  This lesson is suited for a variety of instructional styles. Computer work, in class discussion, group work, homework, and in class presentations, among others are useful. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Resources Needed – – Internet access for students at school or home Possible use of the books Tomboy Bride by Harriet Fish Backus and Colorado 1870-2000 II (books I & II) by William Henry Jackson, John Fielder, Ed Marston & Gillian Klucas, The Five States of Colorado; presented by Colorado Humanities. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Resources Needed  See list of linked websites in Student Process Pages. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Resources Needed   Work closely with your school librarian, who will have more resources to add to the collection. Parent volunteers, aides and other people can also be added as resources or on work days to help groups work through their research or project. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Evaluation  Each group of students should produce a high-quality, informative and interesting creative piece to share with the class. The main goal is for the entire class to learn different aspects of the time period from each other. Click the link for the Evaluation Rubric document to evaluate and grade each group’s finished product. To make more specific Rubrics to fit your student projects, go to www.rubistar.com. Students should also evaluate their own group as a whole and each individual using this Student Collaboration Rubric.  Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Conclusion  Colorado State history is often neglected in the Middle Grades, at a time when the students are able to have a better understanding of the motives and effects of the settling of Colorado. We want the students to know and appreciate why Colorado was and continues to be appealing to a wide variety of people. Learners Standards Process Resources Evaluation Conclusion Credits Student Screens Intro Credits & References  Adventure of the American Mind- Colorado at http://aamcolorado.mscd.edu/index.htm  Template created 2005 by An Adventure of the American Mind – Colorado. Based on a template from The WebQuest Page and a PowerPoint project created by Sandy Breed, Library Information Specialist at Golden High School, Golden, CO. Intro Learners Standards Process Resources Evaluation Conclusion Credits Student Screens