A+Timeline+Study+of+History

Class/grade: Fourth Age group: 8-9 School: Alsup School code: 7346 Title: A Timeline Study of History Teacher(s): Morgan, Patel, Painter, Lewis Date: May, 2007 Proposed duration: 20 hours over 4 weeks (??)

· **transdisciplinary theme** Where We Are In Place and Time
 * 1. What is our purpose?**
 * To inquire into the following:**

· **central idea** History shapes our views of the present.

Using artifacts collected throughout the unit, students will explain how trappers or miners have shaped present day Colorado. Students will choose to present their information through PowerPoint presentation, poster, photo story presentation.
 * Summative assessment task(s):**

(Student self-assessment: Students will use a personal timeline to reflect on how history has shaped who they are)

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Connection, responsibility, change, function (??)
 * 2. What do we want to learn?**

What lines of inquiry will define the scope of the inquiry into the central idea?


 * The systems which shape history
 * The people who influence history
 * The factors that determine human settlement

What teacher questions/provocations will drive these inquiries?
 * 1) What are the systems which shaped local region's history?
 * 2) Which people influenced Colorado's history?
 * 3) What evidence do we have to support the influence of certain people?
 * 4) What factors determine human settlement in Colorado?

//This column should be used in conjunction with “How best might we learn?”// What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
 * 3. How might we know what we have learned?**

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Ss will place cities on a map. Ss will know the characteristics of a timeline Ss will know how geography shaped the development of a region.

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?
 * 4. How best might we learn?**
 * Timeline identifying historically significant parts of Colorado history.
 * Discussion around the dinosaur age of Colorado.
 * Journal entries reflecting on the railroad development in Colorado and ther perspective of Native Americans.
 * Lessons on the components of a biography to complete the performance assessment.

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Literature: Rendezvous with Colorado History, Colorado's Dinosaurs, A Look at Colorado, Colorado Our Colorful State, Secretes of the Stone.
 * 5. What resources need to be gathered?**

Guest speaker: The Mountain Man Field Trip to the Colorado History Museum Art teacher, technology

LINKS!!
[|Doing History] - a great link to Miners, Ranchers, Indians and Trappers and Traders [|Colorado Historical Society] - Games and virtual museum tours, KITS TO CHECK OUT FOR A WEEK AT A TIME ON CLIFFDWELLERS, MINERS AND MOUNTAIN MEN! [|Colorado's Kids and Students Page] - Lots of Colorado links.

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.
 * 6. To what extent did we achieve our purpose?**

//December 2005: The purpose of this planner was to help students understand the history of their home state. The planner was engaging and challenging for students, especially the assessment piece. It provided opportunities for further inquiry. Students developed a caring attitude about people in our state.

However, the overall feelings of the team were that the planner may be too broad. Students need more time to grasp the skills and concepts. We need to continue the discussion around the concepts included in the planner.

Suggestions for next year include focusing the inquiry possibly one aspect of Colorado history, or it may need to become asn independent unit of study.

The original planner was tweaked in October, 2006.//

How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

What were the learning experiences that enabled students to: · develop an understanding of the concepts identified in “What do we want to learn?” · demonstrate the learning and application of particular transdisciplinary skills? · develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection.
 * 7. To what extent did we include the elements of the PYP?**

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
 * 8. What student-initiated inquiries arose from the learning?**

//At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries.//

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.
 * What student-initiated actions arose from the learning?**


 * 9. Teacher notes**

For next year: Do we each want to focus on a particular group. Spanish Am., Native Am., Trappers/traders etc. Each group studies then kids come and present to each class.


 * 10. Lesson Plans**

//General Notes//
 * The unit will focus on inhabitants of Colorado. It will be split to include: 1. prehistoric peoples 2.Native Americans 3. Spanish exploration, 4. Explorers, trappers and traders 5. miners and 6. farming and ranching.
 * Students will have two ongoing projects: 1.a journal with their reflections on railroads and Native Americans and 2. A timeline where they will record important information as the unit progresses.

//Objective//: SBAT identify the different prehistoric people in Colorado and their characteristics, including Clovis, Folsom, Plainview, Basketmaker, Modified Basketmaker, Developmental Pueblo and Great or Classic Pueblo people. //Student outcome//: Timeline with prehistoric people on it. Completed advanced organizer (Rendezvous) showing hunting method, type of food, houses and interesting facts for prehistoric people. //Vocab//: ice age, customs, cultures, archaelologists, nomadic, sinew, pit houses, pueblo, kiva, sipapu, mano, metate, Clovis, Folsom (people and points), Plainview, Basketmaker, Modified Basketmaker, Developmental Pueblo and Great or Classic Pueblo people. //__Sequence__// (prior knowledge - Geography of CO.) 1. Ss read through Rendezvous chapter 3 and find the definitions for the above words and the sentence in which it was used and write it in their journals. 2. Split group into groups of three. Groups will be assigned a prehistoric group. They will read through the chapter filling in the graphic organizer. 3. Go over information as a class to ensure accuracy of information. Discuss time period of prehistoric people and write information on their timelines or classroom timeline

//Objective//: SBAT tell the two groups of Native Americans in CO and compare them: Mountain (Ute) and Plains (Arapaho and Cheyenne). //Student outcome:// Ss will have completed advanced organizer with information about the Ute, Arapaho and Cheyenne tribes. Ss will come up with best agreed method for presenting most important information to class. //Vocab//: arroyo, pemmican, sinew, mano, metate, tipi, wickiup, pectograph, petroglyph, travois, nomadic, cradleboard,tribes (Ute, Arapaho, Cheyenne, Pawnee, Comanches, Kiowas, Crows, Apaches, Navajos, Sioux) __//Sequence//__ 1. Ss have their journals ready to record any of the vocabulary word definitions as we find them in the book. 2. Split class and do a jigsaw of information about mountain and plains indians. Ss research information using an advanced organizer and then present their information to the other half of the class. 3. Go over information as a class. Organize information about mountain and plains indians in different parts of the room, one side for mountain and the other for plains. Common information about: Food, Homes, Communication, Transportation, Children, then place the appropriate information with the appropriate tribe. 4. Record information about American Indians in appropriate part of class or individual timeline.

__//SPANISH EXPLORATION//__
//Objective//: SBAT identify the different Spanish explorers and their routes. Ss will also be able to identify the most important contribution the Spanish made to the Native Americans (horses). //Student outcome//: Ss will record in their journals what it must have been like for the Native Americans once the Spanish came. //Vocab//: San Luis, jacale, adobe, bulto, plaza, varga, La Gento, horno __//Sequence//__ Ss will record the definitions of the vocabulary as they encounter it in the text. Ss will read through the chapter and answer the “essential questions” in their journals as they go: 1.What is the legend of the Seven Golden Cities? 2.What happened to the first groups of Spanish Americans who tried to settle in the San Luis Valley? 3.What was the name of the first town to be settled in Colorado? 4.Who owned the Sangre de Cristo Land Grant? 5.What was the name of the first type of housing they built in the San Luis Valley? 6.Why was the common land important to the settlers? 7.Evaluate how you would feel if you were a Ute Indian in 1851 and settlers are building homes and starting farms on your hunting grounds. What would you do? 8.

__//EXPLORERS, TRAPPERS, TRADERS//__
//Objective//: SBAT //Student outcome//: //Vocab//: Coronado, Louisiana Territory, Lewis and Clark, Zebulon Pike, Stephen H. Long, John C. Fremont, Kit Carson, Captain John Gunnison, Bent’s Fort, castor, plew, cache, rendezvous, Jim Beckwourth, Kit Carson //__Sequence__ __Essential information__// Zebulon Pike Stephen H. Long John Charles Fremont Capt. John Gunnison

//Objective//: SBAT //Student outcome//: //Vocab//: __//Sequence//__ //__Essential information__//

//Objective//: SBAT //Student outcome//: //Vocab//: //__Sequence__ __Essential information__//

Ss will split into 6 groups, one for each of the “influential people” of Colorado. Each group will present in any way they agree on. They will present each of the important elements that were outlined on their organizers. –Video, Photostory, traditional story or play with podcast,

Groups choose an individual that represents that influential group and that person is interviewed in front of class to tell about what life was like for them. Audience asks questions of that person as well ([|Biographies] are online on the CO Historical Society website)

Explorers, trappers, traders: Kit Carson, Aunt Clara Brown