Example+Unit+of+Instruction





**Title of Unit: Colorado History Mystery ** **

Author: Mrs. Marilyn Stover  ** **Primary Subject: Elementary Social Studies ** **Grade Level: 4th grade **

** Introduction: ** This Social Studies unit will cover many early aspects of the history of Colorado. The purpose of this unit is to introduce the students to a greater knowledge of the state they live in and the rich early history and events that brought so many people to Colorado. The focus of this two week long interdisciplinary unit is for the students to gain a greater understanding of “The Centennial State,”’ by researching and learning about; The location of Colorado and the Rocky Mountains, Native Americas and Early Settlers, The Gold Rush, Land and Natural Resources, The Railroad and other transportation methods, as well as early lifestyles and trade opportunities. The Content Area Standards that will be incorporated in this unit include but are not limited to: History, Geography, Math, Science, Reading/Writing (Language Arts), Computer Technology, and Visual Art Skills.

**Unit Objectives:**
 * 1) My Students will understand where Colorado is located on a map and a globe, and will be able identify and recreate it. As well as: label major topographical features on a map.
 * 2) My Students will understand that Colorado is called; “The Centennial State” and will be able to define the meaning behind the word Colorado and the history of the Centennial state label.
 * 3) My Students will understand the correlated between the different groups of people, places and events that happened in Colorado that have shaped the outcomes in its history The students will be able to name these different groups, locate the general area of these places and name the events responsible.
 * 4) My Students will begin to understand how transportation, technology, resources, and commerce through trade drove the actions of the people involved. The students will research the use of railroad and the pack mule delivery systems, mining equipment and the resources needed to make it work and how the supplies got to the people and places where they were needed.
 * 5) The students will understand that there are many resources available to them to find out about this information. Including the Colorado History Museum, Books, Internet resources, etc. The students will be able to visit the museum and have the opportunity to research through the use of, books, articles and other internet resources.

 **Time Required:** This Unit will take approximately 2 weeks to complete. Each lesson is 50 minutes in length.

Colorado Mountain Timeline: The mini-lesson for the Colorado Timeline is to be used as a visual learning tool to support the information that we have discovered in the Colorado History textbook. My students will have the opportunity to learn how to use this Web 2.0 Resource Tool. My students will be able to not only see the chronological organization of the timeline, but will be able to understand some of the key concepts of this history lesson using actual antique photographs incorporated in to this new technology, thus showing the students how useful both types of research material are to the success of a well researched digital project.

media type="custom" key="3348876" Timeline Directions: Use the mouse to slide the page bar back and forth. Run the mouse over any black bubble, and click on anything that peaks your interest. An expanded information window will appear so that you can take a closer look. Have fun!

Lesson 1 :

Title of lesson: “What do you know about Color- a- do?” (* Signed and finger-spelled using American Sign Language.) Description of lesson: A Large Group Overview.

1. I will start by introducing the unit and giving an overview of what information the unit will cover. As well as the method we will have available to meet the standards and objectives. 2. We will review the terminology and vocabulary and check for understanding through an informal broad question and answer forum. For Example: What does Centennial mean? Who are the Native American people? Where are the Rocky Mountains? What is a Narrow- Gauge Railroad? The Gold Rush? What are Natural Resources? ETC.  3. Ask students what historic things they know about Colorado? The students will write this items on the board to compile a list to later add to brain-storming notes. <span style="color: #ff0000; font-family: Verdana, Geneva, sans-serif;"> 4. Review unit expectations, and ask to see if there are any questions or clarifications needed?

Assignment: In-Class: Copy the group big-ideas notes from board, and as homework- Talk to family members and ask them why Colorado is a special place to live? Write response(s) in journal. Be prepared to share this information on day two. media type="custom" key="3343390" This mini-lesson will use an educational cartoon about Colorado and other states that surround it. By using imagination and computer art skills my students will have the opportunity to identify where Colorado is located when represented as a small region of the larger map of the United States. They will be able to identify it by its shape, position and other distinct land formations. By viewing this cartoon selection, my students will be able to identify the state of Kansas and determine some basic facts (Ex: It has many cows, oil wells and may be in danger of many tornadoes) about this state to the east of Colorado. My students will asked to identify all of the states that border Colorado and will be able to list distinctive feature about each state. These items could include but are not limited to: terrain, sights, resources as well as interesting facts about each state around Colorado. After studying an actual map to compare differences and similarities of the cartoon and the real thing, my students will be able to label major topographical features on a portion map of the region mentioned. The advantages of using this type of media lesson to introduce the mini-lesson fulfill the need to be interesting, entertaining and creative. The students will learn many interdisiplinary aspects that will cover many content area standards and they will realize that this type of tool could be used to communicate a quick message in a unique and creative way.
 * <span style="color: #0000ff; font-family: Verdana, Geneva, sans-serif;">Colorado Bound Cartoon: View and Enjoy! **

Resources/materials needed for main lesson:
 * 1) Overhead with Overview printed on it.
 * 2) Map of U.S. and World Globe for placement identification.
 * 3) Books; // Colorado //// A History of The //// Centennial // // State //, by Abbott, Leonard and McComb. // A // // Colorado //// History // , by Ubbelohde, Benson and Smith.
 * 4) Internet Resources-  <span style="background: white; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">http://www.atozkidsstuff.com/colorado.html and <span style="background: white; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">http://www.coloradohistoryday.org/teachers.html and <span style="background: white; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">http://hewit.unco.edu/dohist/teachers/plans/menu.htm
 * 5) Dictionary to look up Vocabulary and/or Access to Internet to look up terminology/ vocabulary and to do research.
 * 6) General pictures of major historical significance; For Example: Rocky Mountains, Native Americans, Gold Rush, Railroad, Trading Post Pictures.
 * 7) Students will need Social Study Journals for note-taking and fact gathering for discussion.

Lesson 2:

Title of lesson: “GO COLORADO Rockies, Avalanche, Nuggets, Broncos, Mammoth and Rapids!!!” (What do these team names have to do with our state?)

Description of lesson: Large Group Assignment (homework or in-class): For homework they will each be asked to draw a picture of the current Colorado State flag on one side of a piece of tag-board and either write or draw or both something of historical significance they would like to learn from this unit. This will be due on day four of this lesson.
 * 1) We will review big -ideas from notes taken the day before.
 * 2) Each student will be asked to share one item regarding; “What makes Colorado special to them and or their family?”
 * 3) I will have the title of this days lesson on the board, “GO COLORADO Rockies, Avalanche and Nuggets, Broncos!!!” and ask if anyone may know why these team names are so important to the identity of our state?
 * 4) Break students into groups of about 4 people and assign each a name and give about 10 minutes for discussion to see what connection this name may have to Colorado’s past or present History? They will each write down a few main ideas about the subject.
 * 5) Groups will take turns discussing their groups thoughts on the question in front of the rest of the class.
 * 6) We will then turn to the map of Colorado and point out where these items may have originated from.

Resources/materials needed: Lesson 3: Title of lesson: The Early People of Colorado.
 * Colorado Sport Team Logos printed on paper.
 * <span style="background: white; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">http://www.state.co.us/visit_dir/sports.html
 * <span style="background: white; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">http://www.coloradolinks.net/Colorado_Sports_Teams.htm
 * <span style="background: white; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">http://www.evergreen411.com/sports.htm
 * <span style="background: white; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">http://www.sportslogos.net/team.php?id=58
 * <span style="background: white; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">[|http://coloradoavalanche.com]
 * <span style="background: white; color: windowtext; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">[|www.coloradocrush.com]
 * <span style="background: white; color: windowtext; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">[|www.coloradomammoth.com].
 * Copies of a topographical map for each group to look at and label for possible answers to the origin of the team names.
 * Large wall map to align and help make small map make sense.
 * A picture of another state flag to use as a visual example of what they will need to do for Colorado State Flag homework.
 * A piece of ledger size tag-board for homework assignment.

Description of lesson: Large Group discussion and break into smaller groups for research. > > Assignment (homework and in-class): Work on research and completion of story about your chosen character. Resources/materials needed: = = =Please view the YouTube videos provided below. The first five videos will help you make a connection with The Early Anasazi/Cliff-dwelling Indian Tribes. The sixth selection provides information about Colorado's; "Second Gold Rush" frenzy that occurred in the 1970's and 1980's.= media type="custom" key="3608032"
 * 1) The students will have the opportunity to learn about the different Native American tribes and early settlers (Pioneers, Cowboys, and Mountain men).
 * 2) These may include Tall tales and Legends.
 * 3) They will be asked to compare and contrast fiction and non-fictional characters and write about, and illustrate one of these characters.
 * Access to books or internet for definitions of many of the early people of Colorado.
 * Books on Native Americans and Cowboys and Tall Tale characters
 * Notebook and pencil for notes.
 * Drawing paper and pencil and other art supplies to illustrate character that was chosen.
 * Colorado maps so they can look up the area where the person lived and worked.


 * Beginning Video Episode #1**- Is the 1st in 5 videos of- "Digging for the Truth- Mystery of the Anasazi Indians" hosted by survival expert Josh Bernstein. It starts out in the American Southwest, to discover more about early Mesa Verde and it's inhabitants. Why did the Anasazi people build these magnificent cliff dwelling cities and homes...only to abandon them decades later? Where did these tribes go? It seems as if they just vanished from their homeland......
 * Video Episode #2**- The 2nd of 5 videos- Host Josh Bernstein and crew go hiking and searching to find clues about the mysterious Anasazi people. They travel by foot to cliff's overlooking hidden watch tower cliffs. They must take risks on thier journey and rappell down to the hidden historical places. The visit just makes them more curious as to what the tribes were watching for.......
 * Video Episode #3**- In the 3rd of 5 videos-The crew turned to a land developer that had been studying these ancient people near Cortez, Colorado. He owned a huge peice of land that had many flat-land dwellings on it. The dwellings included Kiva's and other room of worship. Banned of Archeologists were digging in the area to recover bits of pottery, turquisoise and remnants of bone to help them with the puzzle. What was the downfall of the city? Were the people invaded by other tribes? Were there human sacrifice ceremonies?.........
 * Video Episode #4**- In the 4th of 5 videos- There were many more questions that arose from the research. Was there a drought? Did the ancient people run out of food? Were they invaded by other tribes? Did a horrible sickness kill them all?..........
 * Final Video Episode #5**- Could some or all of these things have happened? Would it have turned the people to fierce warfare and even cannibalism? Survival expert Josh Bernstein, travels all over the area of Mesa Verde, Colorado to even more remote canyons south, located in Utah where it seemed the Anasazi migrated to possibly take refuge. All of the many professionals have teamed up to try to piece together the story from archaeologists records and oral traditions of current Native Americans. Unfortunately, it seems we may never know the whole story of what happened to the cliff-dwelling people of the Anasazi Indian tribe.
 * The five videos above ^ are a wonderful real-life example of how much work and dedication these educated people have put forth to research, hunt and scavenge for bits and peices of proof to help find out the true story of what happened to the historical cliff-dwelling people of Southwest, Colorado. The step-by-step sequence used is a good model for future research.The video footage also is useful to use with students, parents and co-workers to make a geographical statement about this gorgeous region of Colorado.**

Much of the money the Colorado Gold Rush generaled helped Denver become the prosperious town it is today. It can be linked to many successful buildings and business in the state of Colorado. It is a good introduction to Lesson 4 below.
 * The last video I have posted is**- "The Second Gold Rush." It is a segment that was taken from a larger documentary "The Treasure of the Cripple Creek Mining District." It took place in and around Victor and Cripple Creek, Colorado in the 1970's and 1980's. This video segment show actual expert miners in full gear and showing off equipment used to find, and mine gold.
 * The above^ video, "The Second Gold Rush," is a good example of a educational video because it shows students and their families that gold and other important natural resources can still be found in our beautiful abundant state. Additionally, it shows how Cripple Creek could be a great place to visit for the whole family.**

Lesson 4: Title of lesson: The Gold Rush

Description of lesson: Large group overview and then move from station to station in small coopertative groups. 1. We will discuss what it means to have a “Gold Rush” and in what other states had this happened? 2. We will discuss why people were so excited about the rush. 3. The what, where, why, how of becoming successful in gold mining. 4. What areas had the best success? 5. Can we still gold pan today? What resource(s) help us do this? 6. We will have a mini-lesson on the basic technique of gold panning.

Assignment: (in-class): Small groups will work at different stations to answer the different worksheet questions in regards to the gold rush and mining. Resources/materials needed: § Different stations with books and maps and material to do research. § Computer and internet access to look up specific information about gold mining and the value of gold in the current market. § Large clear bin of water with dirt and or sand in it to show gold panning technique. § Gold pans. § Gold flecks to show as examples.

Lesson 5: Title of lesson**:** ** Colorado **** 's Sights and Resources. **

Description of lesson: Small group or Individual for homework.
 * 1) This lesson will demonstrate to the students; through the use of music and visual examples how the sights and resources of Colorado fit into the National framework.
 * 2) media type="custom" key="3302534" **Colorado Wildlife Slideshow:** The lesson objectives for this wildlife slideshow mini-lesson are: My students will be able to view these wildlife creatures and realize they are animals that live here in Colorado. My students will identify these wild animals and will have the opportunity to compare and contrast the meaning between wild and tame animals. My students will research the possible habitats of these animals and be able to create symbols for each animal and label the areas on a topographical map of Colorado as to where these animals may live. My students will have the opportunity to learn new terminology and be able to predict if they are grazers/hunters or scavengers. Finally, my students will have an opportunity to respond to the class blog in regards to the last slide- "For the Love of Wildlife" What does it mean and what are their feelings about the importance or un-importance of the Wildlife in Colorado. *It is important that this lesson is taught using this visual slideshow so that the students will have the opportunity to see pictures of these animals in the wild and not in a zoo. It is easier for the students to figure out where the animal's actual habitat is located and what the animal eats if they can view this important slideshow resource. This learning opportunity would show the students that they themselves could have the opportunity to do an on-line report with collabrative resources such as I have modeled here for them. The Class Blog response will help them collaborate and be able to read fellow classmate's ideas.
 * 3) <span style="color: #000000; font-family: Verdana, Geneva, sans-serif;">The students will listen to or sing the words to the first verse of "America the Beautiful."

=
<span style="font-size: 110%; font-family: Verdana, Geneva, sans-serif;">**//"O beautiful for spacious skies, For amber waves of grain, For purple mountain majesties, Above the fruited plain! America! America! God shed his grace on thee, And crown thy good with brotherhood.... From sea to shining sea!" By: Katharine Lee Bates//** .======

<span style="color: #0000ff; font-family: Verdana, Geneva, sans-serif;">**Blabberizing Singing Ram: Directions- Just click the arrow and sing along!!**

<span style="color: #ff0000; font-family: Verdana, Geneva, sans-serif;"> media type="custom" key="3360976"


 * 1) <span style="color: #ff0000; font-family: Verdana, Geneva, sans-serif;"> We will read the book, "Purple Mountain Majesty," which explains the story of, "America the Beautiful."
 * 2) The students will view the pictures of Colorado scenes and be asked to point out what they see (spacious skies, amber waves of grain, purple mountains, fruited plains, plateaus, rivers etc.)
 * 3) We will talk about the three major land formations: plains, mountains and plateaus.
 * 4) We will discuss what each is and how they are different?
 * 5) We will discuss the basic Natural Resources that we find in Colorado, and how these relate to our lives. Please feel free to enjoy this activity I have prepared for you: [[file:Colorado Natural Resources Scanvenger Hunt with Mrs. Stover.doc]]

Extension activity:http://susdev.agecon.vt.edu/curriculum/Natural%20Resources.pdf

Assignment: (in-class): The students will work together in small groups to fill in a rough-draft map by using classroom and internet resources.

Resources/materials needed: > Try to include purple mountains, fruit orchards, fields of grain and other thought provoking images.) <span style="background: white; color: black; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">
 * Pictures of Colorado scenes (mountains, plains, plateaus, rivers; from magazines, calendars, brochures, the internet, etc.
 * Large Wall map of America and if possible of just Colorado. <span style="font: 7pt 'Times New Roman'; color: black; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;">
 * Outline Map of Colorado handout sheet.
 * <span style="font: 7pt 'Times New Roman'; color: black; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Colored pencils for students or use of computers so that students can create the maps using a drawing program.
 * <span style="font: 7pt 'Times New Roman'; color: black; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Words to the song "America the Beautiful."
 * <span style="font: 7pt 'Times New Roman'; color: black; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Internet access to go to website: <span style="background: white; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial;">http://geography.unco.edu/mapco/default.htm
 * <span style="background: white; color: black; font-family: 'Comic Sans MS'; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; mozbackgroundclip: -moz-initial; mozbackgroundorigin: -moz-initial; mozbackgroundinlinepolicy: -moz-initial;">Pictures of Natural Resources.

RESEARCH PROJECT:
==Below click on the link, and it will take you to a lesson I have created. It is a Research Project on "The 5 Regions of Colorado." The land areas include: Southern, Western, Eastern, Front Range and Metro Denver Regions. You will see videos, pictures, quotes, website resources and the Lesson Plan with Grading Rubrics included. This is due in 2 weeks. Get going, learn a lot, and enjoy!== [|Here is a Link to a Research Project on Tumblr]

=I have added a few favorite books to my Shelfari Book Shelf Collection to help you get started on your Research Project of "The 5 Colorado Land Regions." Take a look---click on the Shelfari widget below:= media type="custom" key="3526814" Lesson 6: Title of lesson: The Narrow Gauge Railroad.

Description of lesson: Large group discussion. 1. We will see pictures of and talk about the importance of this early technology. 2. We will discuss the effort and danger that this new system posed to workers. 3. We will discuss if there were other ways to move supplies and equipment where it was needed?

Assignment (homework): The students will be asked to find one example of a railroad system that still runs today, and its purpose. (Transcontinental, Interstate Railways, Subways and Lightrail etc.)

Resources/materials needed: Lesson 7: Title of lesson: Other transportation methods of moving goods and services.
 * Pictures of trains going through mountain passes.
 * Internet access to look-up images and train locations and railway routes.
 * Worksheet papers and pencils.

Description of lesson: Assignment (homework) Come up with and design whether drawn or modeled in a diorama type display a reliable transportation method the early Americans used.
 * 1) We will discuss the other resources available to move goods and services to where they were needed.
 * 2) Horse, carriages, pack-mules etc.
 * 3) We will discuss and research each transport system compared to the others and list each of the pros and cons.
 * 4) The students can make a list of all of the hardships that each may bring in these rugged times.

Resources/materials needed: Lesson 8: Title of lesson: Lifestyles for the early Colorado people.
 * Pictures of different transport methods used.
 * Video clips of western documentaries.
 * Whiteboard and markers for students to list ideas.
 * Notebook and pencil to jot down important information.
 * Model train and little western play sets with horses and carriages to give students ideas.

Description of lesson: >> >> Assignment: For homework the students will need to fill in a basic knowledge questionnaire about positive and negatives of each kind of homestead and in a short answer response they can explain which one they would prefer?
 * 1) Have students consider the different land formation information that they have gathered and ask them what kind of lifestyles and houses did the different groups life in?
 * 2) Where would ranchers live? Gold miners, Native Americans, etc. Why? What are the differences of land, resources, supplies? ETC.

Resources/materials needed: § Notebook pencil. § The Colorado History book with passages about different homesteads. § Old pictures of people in front of their homes or settlements. § Internet access to video clips of documentaries from The Colorado Historical website.

Below are two Animoto videos with music. I have prepared these picture & music videos for a specific mini-lesson purpose. The first video is titled:

=#1 Colorado Then..... This first video portrays a slower, more simple life in early-Colorado History, when the mountains were a quiet place, the tall plains grass moved with the wind, and animals habitat was not disturbed. It was a place where, "The deer and the antelope could play." =

media type="custom" key="3511256"


 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">Think about what you saw on the first video above. There were different pictures of scenes depicting an early Colorado setting. Please note in your history journal; each picture and give an example of why you believe these images are or were important to the success of Colorado's inhabitants. Now watch the next video with the latter information in mind. Note any similarities or changes that occur. **

=# 2 Colorado Now.........!= = This is a video that shows how Colorado has changed and grown over the last 150 plus years. What impact could this growth have on our Natural Resources? =

media type="custom" key="3511296"

**<span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">Wow! Now.... make note in your journal about this second video. Think about Colorado today. Jot down a few ideas to compare and contrast how Colorado has changed and/or stayed the same? Analyze both times in history..."Then and Now," and ask yourself... **

We will have the opportunity to have a grand conversation on this topic. We will also talk about other ways we can use Animoto as a quick fun tool to make projects and reports and just everyday lessons more appealing to our audience. Oh, and along the way we can learn to use other cool Web 2.0 Tools. Have fun and learn a lot! **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">What is better? **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">What is worse? **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">What stayed mostly the same? **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">What impact are we making on the land and the natural resources in Colorado? **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">What has not been mentioned? Are there other important factors? **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">*Remember, you will be asked to expand on and explain why you feel the way you do about a specific **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">picture or item related to this mini-lesson. **
 * <span style="color: #000080; font-family: Verdana, Geneva, sans-serif;">

Lesson 9: Title of lesson: Trade and Commerce

Description of lesson: 1. We will discuss what a Trading Post was and its importance to the people who shopped there. 2. We will identify Bent’s Fort and find out what happened to it, and why? 3. What could be considered a Trading Post now?

Assignment (homework) Find one example of a place of trading now and do they really trade? What is traded?

Resources/materials needed: § Pictures of Bent’s Fort. § The Book by George Bent about The History of Bent’s Fort. § Notebook and pencil to take notes.

Lesson 10: Title of lesson: Field Trip to the Natural History Museum

Description of lesson: >>> Assignment: At the museum the students will be asked to fill-out and describe with simple pictures certain dioramas and historical displays. Resources/materials needed: § Field trip forms and all permission slips with money. § Name tags. § District bus. § Colorado History Museum packets and pencil. <span style="font-size: 110%; color: #000000; font-family: Verdana, Geneva, sans-serif;"> <span style="font-size: 130%; color: #0000ff; font-family: Verdana, Geneva, sans-serif;">
 * 1) In small groups with adult chaperones, the students will have a packet of information they will be asked to fill –out.
 * 2) Each group will have access to different areas of the museum to be able to research and fill-out needed assignment sheet.

=**The Centennial State Quiz: Directions-use the mouse to click the right answer and click the arrow to show next question and repeat.** Take this quiz and see if you have taken full advantages of all of the nuggets of knowledge that are in this two-week long unit. Good Luck and Enjoy. =

media type="custom" key="3349694"

Welcome to the Google Earth Colorado History Tour: Please enjoy the tour by clicking the Colorado History Tour folder and clicking the start button. The tour will take you to eight different places within the Colorado State Boundaries which begins with the big picture of the United States.


 * Start in Denver. Why do you suppose there is a building that resembles a cash regisiter included in the Denver downtown skyline?
 * To Buffalo Bill's Museum and Grave in Golden. Describe the relationship between Johnny Baker and William F. Cody. How did they know each other?
 * To The Country Boy Mine. What nature resources is mined at Country Boy Mine and how do you collect it?
 * To Dinosaur, Colorado. Why is the town named after this prehistoric creature?
 * To The Avery House in Fort Collins. What other places of interest are located in or near Fort Collins? Name your favorite.
 * To Bent's Old Fort. Explain what happened to the orginal Bent's Fort. Name the founders that created it.
 * To Trinidad in the southern region. Name at least three points-of-interest in Trinidad, Colorado.
 * Finally, back to Denver to Molly Brown's House. Where was Molly originally born? What does the work "unsinkable" have to do with Ms. Brown?

Enjoy the GoogleEarth tour-



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