checks for content knowledge and application of standards ...€¦ · 2016-2017 4th grade social...

Greeley-Evans School District 6 of 58 2016-2017 4th Grade Social Studies Curriculum Guide

Checks for Content Knowledge and Application of Standards

Multiple assessment purposes and formats have been provided to allow for a variety of opportunities to inform instruction as well the body

of evidence. They are excellent practice for CMAS. They also provide opportunities for students to apply ELA standards in Social Studies. The

intention is to provide a more balanced view of students’ content and standards mastery. Below is a menu of options to meet the needs of each

school, teacher, and class while also allowing flexibility in how and when they are used. These may be used as guided practice, formative checks for

understanding, or summative assessments. Feedback on student work will provide students with an understanding of proficiency.

Check for Understanding

Purpose & Format

Location

Chapter Review and Assessment

Text based questions used to assess content of a lesson and/or chapter

End of each chapter in the student work text (more options online – not in 4th)

Big Question Written global understanding of the chapter focus and application in the student’s life

Beginning and end of each chapter in the student work text

SCR Short constructed responses asking students to make connections between the standards and lessons

In the social studies curriculum guide (S.S. standards focused section)


Focus questions using targeted social studies and literacy skills in the work text

2 questions are highlighted per lesson on the curriculum guide (“At a Glance” document)

Chapter Wrap-up Content knowledge and standards (ELA & Social Studies) based questions in a CMAS format

Separate document in the curriculum guide packet

Project/Culminating Activities

Collaborative projects and activities where students apply the standards and content knowledge using research, writing, reading, speaking, and listening skills.

In the curriculum guide by chapter- scope and pacing may vary depending on whether or not the chapter text is being read in Literacy or Social Studies.


4rd Grade my World Social Studies AT A GLANCE

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Lesson Text Text Structure

Text Feature

Target Reading

Objective

Connected Reading Skills


Introduction: my Story Spark “Marjory Stoneman Douglas”; my Story Video; introduce and discuss Big Question 21st Century Skill Lesson: Cause and Effect (21st Century Digital Presentation)

1 Land and Regions in the United States

Descriptive Diagram/labels Cause and Effect

Noting Details Question #6 pg. 9 Question #7 pg. 9

2 Weather and Climate

Descriptive Graph Scale Cause and Effect

Compare/Contrast Question #5 pg. 15 Question #6 pg. 15

21st Century Skill Lesson: Use Primary and Secondary Sources (pg. 126 – 127 and 21st Century Digital Presentation) 3 Regions and

Resources Descriptive Photos with

Labels Cause and Effect

Summarize Question #5 pg. 23 Question #6 pg. 23

4 People and the Land Cause and Effect

Close-up Map Cause and Effect

Main Idea/Details Question #3 pg. 29 Question #4 pg. 29

SUGGESTED ACTIVITIES: Use the Map and Globe handbook from pg. SSH 8-SSH 19. This can be done before, during or after the chapter. A recommendation would be to use the handbook before teaching chapter 1 to build better background knowledge and understanding geographical tools.

A- indicate Social Studies Content B- indicate Literacy Content


Greeley-Evans School District 6 4th Grade Social Studies Curriculum Guide

Chapter 1: Geography of the United States

Grade Level Expectations (GLE): G1. Use several types of geographic tools to answer questions about the geography of Colorado

G2. Connections within and across human and physical systems are developed

Timeline: 3 weeks

Concept Vocabulary: Geography, affect, region, resources

Big Question: How does geography affect the way we live?

Instructional Notes Refer to the Assessment and At a Glance documents for the literacy

focus, lesson pacing, and formative assessment options.

Evidence Outcomes Bolded words below and in the

student work text/assessments are academic “process” vocabulary that

should be explicitly taught.

Assessment

Lesson 1: Land and Regions in the United States Content Vocabulary: landform, mesa, plateau, canyon, flood plain, desert, boundary

G.1.e Describe similarities

and differences between the

physical geography of Colorado

and its neighboring states

Chapter 1 Review & Assessment # 1, 2 SCR* How is a canyon made?

Lesson 2: Weather and Climate Content Vocabulary: weather, climate, temperature Note: weather and climate not a focus in the standards

G.1.a Answer questions about

Colorado regions using maps

and other geographic tools

Chapter 1 Review & Assessment # 6 SCR* How are weather and climate different?

Lesson 3: Regions and Resources Content Vocabulary: natural resource, economy, product, capital resource, human resource, nonrenewable, renewable, conserve

G.2.a Describe how the

physical environment provides

opportunities for and places

constraints on human activities

Chapter 1 Review & Assessment #7,8 SCR* How does the physical

environment affect human activity?


Lesson 4: People and the Land Content Vocabulary: adapt, technology, irrigation, aquifer

G.2.c Analyze how people use

geographic factors in creating

settlements and have adapted

to and modified the local

physical environment

G.2.b Explain how physical

environments influenced and

limited immigration into the

state

Chapter 1 Review & Assessment #10,11

SCR* How does human activity affect

the environment?

Performance Task: Venn Diagram comparing CO and another state. http://www.studenthandouts.com/Geography/Worksheets/venn-diagram-compare-contrast-my-state-another-state.pdf SCR: Choose one of the states you compared/contrasted in your Venn Diagram. What are some of the ways people have adapted to fit the environment of that state? Use evidence from chapter 1 and your Venn Diagram to support your answers.

Instructional Strategies: Round Robin, anticipatory guide, clarifying bookmark, mind mirror, sort and label, collaborative posters, gallery walks, KWL and jigsaw readings are some examples to use to help with your instruction and student engagement.

Resources: Primary and Secondary Sources- Titanic document (on Schoology) Map and Globe Handbook Mini-Lessons: 21st Century Digital Presentation- Map Skills

It is recommended to teach this mini-unit prior to chapter 1, correlating the digital presentations as shown. 5 Themes of Geography

Reading Globes and Earth’s Hemisphere

Maps Show Direction and Distance

Political and Physical Maps: Interpret Physical Maps

Elevation Maps

Use a Grid

Use Latitude and Longitude for Exact Location: Use Longitude and Latitude

Maps Show Events: Interpret Cultural Data on Maps Interpret Economic Data on Maps

Read Inset Maps from Chapter 1 (pages 16-17)

http://www.studenthandouts.com/Geography/Worksheets/venn-diagram-compare-contrast-my-state-another-state.pdf



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Text Feature

Target Reading

Objective



Introduction: my Story Spark “Bill Gates”; my Story Video; introduce and discuss Big Question 21st Century Skill Lesson: Main Ideas and Details (Online Library- my Social Studies Regions; 21st Century: Elementary Skills Tutorial) 21st Century Skill Lesson: Categorize (21st Century Digital Presentation)

1 What is the Economy?

Descriptive Bolded Words/ Glossary

Main Idea and Details

Categorize and Classify

Question #5 pg. 210 Question #7 pg. 211

Consider ordering a Junior Achievement Kit to teach Economy (a great resource for simulation activities) 2 Trades and Markets Descriptive Chart Main Idea and

Details Noting Details Question #5 pg. 219

Question #6 pg. 219 3 People and the

Economy Descriptive Diagram with

Labels Main Idea and

Details Cause and Effect Question #3 pg. 222

Question #5 pg. 225 4 A Global Economy Descriptive Maps Main Idea and

Details Cause and Effect Question #2 pg. 228


Cross Curricular Source: “Literacy”- Wonders Unit 1, Kids in Business/Starting a Successful Business Wonders Unit 6, The Big Picture of Economics.

SUGGESTED ACTIVITIES: There are 3 lessons on the Chapter 7 Wrap-up that could be used to teach opportunity cost. Students should take the practice assessment for CMAS.




Chapter : 7 Our Economy

Grade Level Expectations (GLE): E1. People respond to positive and negative incentives E2. The relationship between choice and opportunity cost

Timeline: 3 weeks

Concept Vocabulary: Economy, needs, wants, supply, demand, opportunity cost

Big Question: How does the economy meet our needs and wants?

Instructional Notes Refer to the Assessment and At a Glance documents for the

literacy focus, lesson pacing, and formative assessment options.

Evidence Outcomes Bolded words below and in the student work text/assessments are academic “process” vocabulary that should be

explicitly taught.

Assessment

Lesson 1: What is the Economy? Content Vocabulary: producer, consumer, free enterprise system, market economy, command economy, private property

E.1.c Explain how the productive

resources – natural, human, and capital

– of Colorado have influenced the types

of goods produced and services provided

Chapter 7 Review & Assessment # 1 &3 SCR* What is the difference between a want and a need? Between a good and a service?

Make a picture dictionary of economic terms.

Lesson 2: Trades and Markets Content Vocabulary: currency, barter, inflation, profit, income, supply and demand

E.2.d Identify risks that individuals face

E.2.e Analyze methods of limiting

financial risk

Chapter 7 Review & Assessment # 5&6 SCR* How does competition help consumers?



Lesson 3: People and the Economy Content Vocabulary: scarcity, opportunity cost, incentive, advertising, interest

E.1.a Define positive and negative economic incentives E.2.a Define choice and opportunity

cost E.2.b Analyze different choices and

their opportunity costs

E.2.c Give examples of the opportunity

costs for individual decisions

Chapter 7 Review & Assessment # 7 and 8 SCR* What economic choices can you make if money is scarce? Why is it important to make smart choices when spending money?


Lesson 4: A Global Economy Content Vocabulary: innovation, import, export, Division of Labor, specialization, productivity, outsourcing

E.2.d Identify risks that individuals face

(DOK 1-2)

E.2.e Analyze methods of limiting

financial risk (DOK 2-3)

Chapter 7 Review and Assessment 9,10 and 11 SCR* Which of the top 3 U.S. trading partners are our neighbors? How does this affect the delivery of goods?


Performance Task: Class activity to better explain Opportunity Cost. Includes printable worksheets. http://www.econedlink.org/lessons/index.php?lid=738&type=educator# A year long way to teach economy using fake money or Pride Tickets. http://myclassroomeconomy.org/


Resources: Consider doing Junior Achievement in conjunction with this unit. For information on Junior Achievement resources and support contact Joy [email protected]

http://www.econedlink.org/lessons/index.php?lid=738&type=educator

http://myclassroomeconomy.org/



Additional Resources: www.historycolorado.org

Colorado Experience Documentaries (please preview)

Online Exhibits http://hewit.unco.edu/dohist/vftrips/themes.htm

Virtual tours of Colorado history Museum to You – through Centennial Village

Fieldtrips: Centennial Village Museum – History Fest (fall and spring), History Colorado Museum, Colorado State Capital, Denver Mint, Meeker Home, Greeley Museum

http://www.historycolorado.org/

http://hewit.unco.edu/dohist/vftrips/themes.htm



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Text Feature

Target Reading

Objective



Introduction: my Story Spark “Abraham Lincoln”; my Story Video; introduce and discuss Big Question 21st Century Skill Lesson: Sequence (21st Century Digital Presentation) 21st Century Skill Lesson: Drawing Conclusions (21st Century Digital Presentation)

1 America and Europe Descriptive Headings Sequence Categorize Question #3 pg. 42 Question #5 pg. 43

21st Century Skill: Use a Timeline (pg. 44 – 45 and 21st Century Digital Presentation) 2 A New Nation Problem

Solution Timeline and

dates Sequence Cause and Effect Question #2 pg. 48

Question #4 pg. 56 3 Growth and the Civil

War Sequence Bold Words Sequence Cause and Effect Question #5 pg. 23

Targeted sequence question Teacher’s Guide pg. 42

4 The United States Becomes a World

Power

Sequence Pie Graph Sequence Cause and Effect Question #4 pg. 60 Question #6 pg. 63

5 The United States Since World War II

Sequence Captions Sequence Drawing Conclusions


Cross Curricular Source: “Literacy”- Wonders Unit 3, Abe’s Honest Words/A New Birth of Freedom, Delivering Justice: W.W. Law and the Fight for Civil Rights/Keeping Freedom in the Family. SUGGESTED ACTIVITIES: Collaborative Jigsaw Posters – one small group for each heading within a lesson. (See sample 1.)




Chapter 2: Americans and their History

Grade Level Expectations (GLE): H1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado H2. The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States

Timeline: 3 weeks

Concept Vocabulary: History, independent, culture

Big Question: How have we changed and how have we stayed the same during our history?




explicitly taught.

Assessment

Lesson 1: America and Europe Content Vocabulary: archeologist, artifact, hunter-gatherer, agriculture, colony, enslaved, tradition

H.2.a Analyze various eras in

Colorado history and the relationship

between these eras and eras in

United States history, and the

changes in Colorado over time

Chapter 2 Review and Assessment #1,2

SCR* Why is it important we protect and study artifacts? Chapter 2 Review and Assessment #3 SCR* How did the colonists win the American Revolution? Put the following in order in which they happened. George Washington becomes President. Delegates meet for Constitutional Convention. A new Constitution is written.

Chapter 2 Review and Assessment #4,5 SCR* How did North America change from 1492-1840’s?

Lesson 2: A New Nation Content Vocabulary: independence, confederation, congress, constitution, delegate, ratify, amendment, territory






Lesson 3: Growth and the Civil War Content Vocabulary: immigrant, industry, states’ rights, abolitionist, secede, Reconstruction, segregation, reservation







Lesson 4: The United States Becomes a World Power Content Vocabulary: transcontinental, manufacturing, entrepreneur, diverse, depression, fascism






Chapter 2 Review and Assessment #7 SCR* Why do you think many big businesses were located in cities and not smaller towns? Chapter 2 Review and Assessment #9,10 or Chapter 1 and 2 Wrap-up SCR* Use question #2 on page 66.

Lesson 5: The United States Since World War II Content Vocabulary: Cold War, communism, high-tech, civil rights, boycott, terrorist, interdependent






Performance Task: Make a timeline starting from 1492-Present. Students can then pick events important to them about US History. They can do all major events or pick a decade or era to complete their timelines. They can write or cut and paste pictures or text or quick draw on their timelines. Students will need to keep their US Timeline to compare and contrast later with a CO timeline.

Instructional Strategies: Round Robin, anticipatory guide, clarifying bookmark, mind mirror, sort and label, collaborative posters, gallery walks, KWL Frayer model and jigsaw readings are some examples to use to help with your instruction and student engagement.

Resources: www.softschools.com/teacher_resources/timeline_maker/ Timeline maker

http://www.softschools.com/teacher_resources/timeline_maker/



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Text Feature

Target Reading

Objective



Introduction: Introduce and discuss Big Question (my Story Spark) Read and discuss “Zebulon Pike” 21st Century Skill Lesson: Distinguishing Fact & Opinion (21st Century Digital Presentation)

1 Colorado’s Location Description Physical Maps Fact & Opinion Compare & Contrast


21st Century Skill: Latitude and Longitude (pg. 82 - 83) 2 Regions of Colorado Description Political Map Fact & Opinion Main Ideas/ Details Question #2 pg. 87

Question #4 pg. 89 3 Colorado’s Resources Description Graph (pie vs.

bar) Fact & Opinion Main Ideas/ Details Question #1 pg. 90

Question #5 pg. 95 4 People and Land Description Line Graph Fact & Opinion Fact & Opinion Question #4 pg. 100

Question #5 pg. 101 SUGGESTED ACTIVITY: Create a feature map that includes the landforms of Colorado with a key.




Chapter 3: Geography of Colorado

Timeline: 3 weeks

Concept Vocabulary: adapt (adaptations), resources, landforms, geography, regions environment, culture, population, location

Grade Level Expectations (GLE): G1. Use several types of geographic tools to answer questions about the

geography of Colorado G2. Connections within and across human and physical systems are developed

Big Question: What adaptations do people make to live in Colorado?




explicitly taught.

Assessment

Lesson 1: Colorado’s Location Content Vocabulary: altitude rain shadow reservoir Continental Divide

G.1.c Create and investigate

geographic questions about Colorado

in relation to other places (DOK 1-3)

G.1.b Use geographic grids to locate

places on maps and images to

answer questions (DOK 1-2)

Chapter Review & Assessment # 1-3 SCR* How are geographic tools used to find information about Colorado?

Lesson 2: Regions of Colorado Content Vocabulary: steppe, basin, county, survey, county seat

G.1.b Answer questions about

Colorado regions using maps and

other geographic tools (DOK 1-2)

Chapter Review & Assessment # 6-7 SCR* Describe the features (characteristics) of Colorado’s four regions.


Lesson 3: Colorado’s Resources Content Vocabulary: fertile, quarry, tourism, conservation, hydroelectric

G. 2. a Describe how the physical

environment provides opportunities

for and places constraints on human

activities.

Chapter Review & Assessment # 8-9 SCR* Identify a resource in Colorado and state evidence as to why it is important to the people.

Lesson 4: People and Land Content Vocabulary: ethnic group, urban, rural, population density

G.1.d Illustrate, using geographic

tools, how places in Colorado have

changed and developed over time

due to human activity.

G.2.a Describe how the physical

environment provides opportunities

for and places constraints on human

activities.

Chapter Review & Assessment # 10-12 (SCR included)

Chapter 3 Wrap-up

Performance Task: Make a Salt Dough map of Colorado. Students should include the three major regions, (Great Plains, Rocky Mountains and Plateaus) 5 Keys to a map (title, compass rose, legend, scale, longitude/latitude lines optional). http://kidworldcitizen.org/2012/01/29/3d-salt-dough-maps/ Use the two maps to answer questions. Using the maps below or the two maps on pages 99 & 185 answer questions about different cities and their land uses. (example question would be in the town of Vernon (pg. 99) what type of crop is most commonly farmed? Answer is grains (pg. 185). http://media.maps.com/magellan/Images/coland.gif http://www.lib.utexas.edu/maps/us_2001/colorado_ref_2001.jpg What do maps show lesson plans and activities. http://egsc.usgs.gov/isb//pubs/teachers-packets/mapshow/mapshowindexpdf.html


Resources: http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZonesInformation.htm Colorado Wildlife

http://kidworldcitizen.org/2012/01/29/3d-salt-dough-maps/

http://media.maps.com/magellan/Images/coland.gif

http://www.lib.utexas.edu/maps/us_2001/colorado_ref_2001.jpg

http://egsc.usgs.gov/isb/pubs/teachers-packets/mapshow/mapshowindexpdf.html

http://shelledy.mesa.k12.co.us/staff/computerlab/ColoradoLifeZonesInformation.htm



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Text Feature

Target Reading

Objective



Introduction: Introduce and discuss Big Question (my Story Spark) Read and discuss “Clara Brown” 21st Century Skill Lesson: Compare Contrast (Online Library- my Social Studies Regions; 21st Century: Elementary Skills Tutorial)

1 The First People of Colorado

Compare Contrast

Captions Compare Contrast

Sequence Question #2 pg. 110 Question #4 pg. 113

2 Explorers and Early Settlers

Sequence Key on a map Compare Contrast

Sequence Question #2 pg. 116 Question #4 pg. 119

3 Colorado Territory Cause and Effect

Headings Compare Contrast

Cause and Effect Question #1 pg. 121 Question #5 pg. 125

21st Century Skill: Analyzing Images (21st Century Digital Presentation)

4 Colorado Becomes a State

Sequence Dates Compare Contrast

Problem Solution Question #1 pg. 129

Cross Curricular Source: “Literacy”- Wonders Unit 5, Rediscovering Our Spanish Beginnings/Histories Mysteries. SUGGESTED ACTIVITY: Research and create group presentations (foldables, posters, digital presentations) using websites on Colorado Native Americans listed in resource section above.




Chapter 4: Colorado’s Early History

Timeline: 3 weeks

Concept Vocabulary: past, present, future

Grade Level Expectations (GLE): H1. Organize and sequence events to understand the concepts of chronology and cause &

effect in the history of Colorado.

H2. The historical eras, individuals, groups, ideas and themes in Colorado history

and their relationships to key events in the United States.

Big Question: How does the past shape our present and future?




explicitly taught.

Assessment

Lesson 1: The First People of Colorado Content Vocabulary: ancestor, nomad, reservation

G.2.c Analyze how people use

geographic factors in creating

settlements and have adapted to and

modified the local physical

environment.

Chapter Review & Assessment # 1-3 SCR* Compare and contrast the Utes with the Cheyenne and Arapahoe tribes of Colorado. Use details from the text (pgs. 110-111) to support your answers.

Lesson 2: Explorers and Early Settlers Content Vocabulary: conquistador, expedition, treaty, mountain men gold men

H.1.c Explain the cause and effect

relationships in the interactions

among people and cultures that have

lived in or migrated to Colorado.

Chapter Review & Assessment # 4-6 SCR* How did the explorers affect the development of Colorado?

Lesson 3: Colorado Territory


relationships in the interactions Chapter Review & Assessment #7-8


Content Vocabulary: prospector, boom, legislature, slavery, telegraph


lived in or migrated to Colorado. SCR* What was the effect of the Gold Rush on Colorado?

Lesson 4: Colorado Becomes a State Content Vocabulary: homesteader, drought, political party, representative, sanitarium

C.2.d Explain the historical

foundation and events that led to the

formation of the Colorado

government.

Chapter Review & Assessment #9-12 SCR* (p. 131 #3 restated) Identify a symbol on the state seal and explain its importance. Draw a symbol you would add the Colorado State Seal and defend your opinion using evidence from the text. (teacher could model an example)

Chapter 4 Wrap-up

Performance Task: Colorado Fur Trappers and Traders Rendezvous Lessons found on Schoology.

Instructional Strategies: Round Robin, anticipatory guide, clarifying bookmark, mind mirror, sort and label, collaborative posters, gallery walks, KWL Frayer model and jigsaw readings are some examples to use to help with your instruction and student engagement.

Resources: http://exhibits.historycolorado.org/tribalpaths/ Native Americans http://hewit.unco.edu/dohist/vftrips/utemusem/start.htm Ute Museum http://www.statesymbolsusa.org/symbol/colorado/state-seal/seal-colorado Information about the State Seal http://www.spangledwithstars.com/state-seals/colorado-state-seal.htm More info about the State Seal

http://exhibits.historycolorado.org/tribalpaths/

http://hewit.unco.edu/dohist/vftrips/utemusem/start.htm

http://www.statesymbolsusa.org/symbol/colorado/state-seal/seal-colorado

http://www.spangledwithstars.com/state-seals/colorado-state-seal.htm



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Text Feature

Target Reading Objective



Introduction: Introduce and discuss Big Question (my Story Spark) Read and discuss “Doc Susie” 21st Century Skill Lesson: Summarize (Online Library- my Social Studies Regions; 21st Century: Elementary Skills Tutorial)

1 A Growing State Problem Solution

Line graph Summarize Problem solution Question #5 pg. 145 add- What was a problem the ranchers . had and how did they solve it?

2 Boom and Bust Cause & Effect

Photographs Summarize Cause & Effect Question #2 pg. 148 (also in picture) Question #5 pg. 151

3 New People, New Jobs Graphic Organizer

Summarize Main Idea & Details Question #2 pg. 154 Question #4 pg. 156

21st Century Skill: Search for Information on the Internet (pg. 158 - 159), Evaluate Media Content (21st Century Digital Presentation) *consider having this done by the media specialist

21st Century Skills: Compare Line and Bar Graphs (pg. 212 – 213) and Interpret Graphs and Create Charts (21st Century Digital Presentation) *consider having this done by the media specialist

4 Into the Present Problem Solution

Pie Chart (estimate

percentages)

Summarize Problem Solution Consider a problem solution graphic organizer (that includes each heading) using details from the text as well as student generated possible problems and solutions.

SUGGESTED ACTIVITIES: 1. Explore Hispanic history resources (website in resource above). 2. Checkout artifact kit(s) from www.historycolorado.org/educators/check-out-artifact-kits: Cliff Dwellers, Colorado miners, Grandmother Trunks, Boom or Bust


http://www.historycolorado.org/educators/check-out-artifact-kits



Chapter 5: The Centennial State

Timeline: 3 weeks .

Concept Vocabulary: Modern , society, economy (economic)

Grade Level Expectations (GLE): E.1 People respond to positive and negative resources H.2 The historical eras, individuals, groups, ideas and themes in Colorado history and the relationships to key events in the United States.

Big Question: What does it take to build a modern society?




explicitly taught.

Assessment

Lesson 1: A Growing State Content Vocabulary:


relationships in the interactions


lived in or migrated to Colorado.

Chapter Review & Assessment #1-3 SCR* What are some factors that contributed to Colorado’s growth?

Lesson 2: Boom and Bust Content Vocabulary: market, union, strike, alliance, stock market

E.1.b Give examples of the kinds of

goods and services produced in

Colorado in different historical

periods and their connection to

economic incentives.

Chapter Review & Assessment # 4,5,6 SCR* Fill in the cause and effect chart using the text:

Cause Effect

In 1890, Bob Womak staked a claim near Cripple Creek.

Many people in Eastern Colorado left their farms and tried to find work in the cities.


Lesson 3: New People, New Jobs Content Vocabulary: military base, productive resources, suburb, discrimination

E.1.c Explain how the productive

resources (natural, human, capital)

of Colorado have influenced the

types of goods produced and

services provided.



between these eras and eras in U.S.

history, and the changes in CO. over

time.

Chapter Review & Assessment #7-9 SCR* How did President Dwight D. Eisenhower change transportation in the 1950’s? What did this change do to Colorado?

Lesson 4: Into the Present Content Vocabulary: commute, urban sprawl, pollution, real estate, nuclear energy

H.1.d Identify and describe how

major political and cultural groups

have affected the development of

the region.



between these eras and eras in U.S.

history, and the changes in CO. over

time.

H.2.d Describe the impact of

various technological developments.

Chapter Review & Assessment # 10-12 SCR* What caused Colorado’s population to grow during the 1970s and 1980s? Chapter 5 Wrap-up

Performance Task: My world activity pg. 166A Did you hear about our new state? Students will write a newspaper article about a topic related to statehood. See online lesson plan for full instructions. https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5.pdf https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5recordingsheet.pdf https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5rubric.pdf You will also need to get activity cards from the Pearson website to go with this.


Resources: http://historycolorado.org/educators/hispanic-history-resources Hispanic history

https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5.pdf

https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5recordingsheet.pdf

https://media.pearsoncmg.com/pls/co/mywss_g4/activitycards/ch05/COCh5rubric.pdf

http://historycolorado.org/educators/hispanic-history-resources



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Text Feature

Target Reading

Objective



Introduction: Introduce and discuss Big Question (my Story Spark) Read and discuss “Ben Nighthorse” 21st Century Skill Lesson: Generalize (Online Library- my Social Studies Regions; 21st Century: Elementary Skills Tutorial)

1 Government and Citizenship

Description Venn Diagram Generalize Compare Contrast Question #3 pg. 175 Question #4 pg. 177

2 Colorado State Government

Description Flow Chart Generalize Noting Details Question #1 pg. 178 Question #5 pg. 183

3 Colorado’s Economy Description Chart Map/Key

Generalize Noting Details Question #1 pg. 185 Question #5 pg. 189

21st Century Skills: Compare Viewpoints and Identify Bias (21st Century Digital Presentation)

4 What’s New in Colorado?

Problem Solution

Photos and Captions

Generalize Problem Solution Question #2 pg. 195 Question #4 pg. 197

Cross Curricular Source: “Literacy”- Wonders Unit 4, See How They Run/Birth of American Democracy.

SUGGESTED ACTIVITIES: 1. Students research, create and present a living museum (See sample 2) or Young Chautauqua. 2. Make a historical Colorado timeline spanning Chapters 4-6.




Chapter 6: Colorado Today

Timeline: 3 weeks

Concept Vocabulary: opportunities, government, democracy, constitution, citizenship

Grade Level Expectations (GLE): C.2 The origins, structure, and functions of the Colorado government.

Big Question: How can change create opportunities?




explicitly taught.

Assessment

Lesson 1: Government and Citizenship Content Vocabulary: democracy, republic, taxes, legislative, executive, judicial, checks and balance, civil debate

H.2.c Describe the development of

the political structure in Colorado

history

Chapter Review & Assessment # 1,2 SCR* What are your rights and responsibilities as a citizen of Colorado?

Lesson 2: Colorado State Government Content Vocabulary: bill, militia, merit, commissioner, municipality

C.2.a Explain the origins, structure

and functions of the three branches

of the state government and the

relationships among them.

Chapter Review & Assessment #3-5 SCR* Describe the purpose and responsibilities of Colorado’s state government.

Lesson 3: Colorado’s Economy Content Vocabulary: startup, occupation, franchise

G.2.d Describe how places in

Colorado are connected by

movement of goods and services

and technology.

Chapter Review & Assessment #6-8 SCR* How has science and technology changed the economy of Colorado?


Lesson 4: What’s New in Colorado? Content Vocabulary: biomass, xeriscape, volunteer

C.1.a Give examples of issues faced

by the state and develop possible

solutions.

Chapter Review & Assessment #9-10 SCR* #10

Chapter 6 Wrap-up

Performance Task: Students will make a poster about the 3 branches of Colorado Government. They will need to include the people involved in each branch as well as what their job is for that branch.


Resources: http://www.historycolorado.org/educators/biographies-notable-coloradans Biographies of famous Coloradoans Social Studies Leveled Readers

http://www.historycolorado.org/educators/biographies-notable-coloradans


Student Name: _______________________ Date: ______________________________

4th Grade Social Studies Assessment: Chapters 1 & 2 Source#1: Reread pages 35-37, “Abraham Lincoln- Civil War President”. (1pt) 1. All of the following statements are causes of the Civil War except:

o Northern states wanted to end slavery o The Southern states broke away from the United States o 8,000 soldiers died o Southern states wanted to keep slavery

(2pts) 2. Which quote best describes the causes of the Civil War? Support your answer.

o “ A house divided against itself cannot stand.” o “ government of the people, by the people, for the people shall not perish from

the earth.”

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

___________________________________________________________


Source #2 (3pts) 3. Using the newspaper headline and the text selection (pages 35-37, “Abraham Lincoln- Civil War President”) to fill in the missing dates and events.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=VVDhuk4frChX3M&tbnid=E1A804giYtvEeM:&ved=0CAUQjRw&url=http://thefreakaccountant.wordpress.com/tag/john-wilkes-booth/&ei=AUmGU6DsBI2OyASoz4C4Aw&bvm=bv.67720277,d.aWw&psig=AFQjCNFnJQwmm06DF7z75x5DQtzb0JdylQ&ust=1401395677466916


Source #3: Watch the video two times. During the second viewing, pause to take notes that will help you answer the question. “Bio: Frederick Douglass” http://www.biography.com/people/frederick-douglass-9278324

(4pts) 4. In the text it states Frederick Douglass and President Lincoln became friends. Using the video and the text, give examples how the two men were similar.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

http://www.biography.com/people/frederick-douglass-9278324



4th Grade Social Studies Wrap-up: Chapter 3

Source#1: Read p. 75 “Zebulon Montgomery Pike: Opening the West” Source#2: Pike in Central Colorado Map


(2pts) 1. Pike’s path of exploration was near several modern towns. Using the map, order the towns in the sequence he would have encountered them.

(2pts) 2. What are two major geographic features of Central Colorado? How do you know? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Source #3: On Saturday, November 15, the expedition encountered bluffs in a bend of the Arkansas that forced them out of its valley on the south side of the river and up onto the prairie above. As they made their way along this higher ground, a “small blue cloud” on the horizon caught Pike’s eye. A glance through his spyglass heightened his suspicion that the cloud was actually a mountain. Thirty minutes later, his suspicion was confirmed as a snow-covered peak materialized from the prairie floor, followed later by the outlines of the outliers of the front range of the Rockies. Pike always referred to the mountain he first saw as the “Grand Peak,” or the “blue mountain,” but later, others would formally name it in honor of the first U.S. citizen to lay eyes on it: Pikes Peak. While its soaring mass seemed deceptively close on that November day, he was still some 120 miles from the mountain that would immortalize his name.

“…but here 800 miles from the frontiers of our country, in the most inclement season of the year; not one person clothed for the winter, many without blankets, (having been obliged to cut them up for socks) and now laying down at night on the snow or wet ground; one side burning whilst the other was pierced with the cold wind: this was in part the situation of the party whilst some were endeavoring to make a substitute of raw buffalo hide for shoes…” Zebulon Pike

Boone Colorado Springs Salida Alamosa

http://www.pikespeakcam.com/


(3pts) 3. Fill in the chart using all the sources.

Challenges Possible Adaptations

Following the rivers

“not one person clothed for the winter”

Height of mountains

(4pts) 4. Did Zebulon Pike climb the mountain that was named after him? Prove your answer with at least 3 details using 2 or more sources. ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

__________________________________________________________




Source#1: Native Americans of Colorado Map

(1pt) 1. Read page 124 and think about how the above map changed.


Draw on the map below to show Colorado Native Americans after the 1880’s.

Source#2: Ute History The acquisition of the horse, as well as the adoption of elements of Plains Indian culture such as the tipi, profoundly changed Ute life. Mounted on their sturdy ponies, the men could venture far afield in conflict, search of food or trade. Women set up tipis, raised and taught children, gathered and cooked food, prepared hides and made baskets, household goods and clothing. More changes came with the coming of the whites. Pushed onto ever smaller sections of land, the Utes found it increasingly difficult to support themselves. Without the free movement necessary to follow herds of elk, deer and buffalo, they were threatened with starvation. Also, the hordes of whites who increasingly entered the high country in search of gold and silver saw the Utes as a menace to nineteenth century notions of progress and the march of civilization.

http://hewit.unco.edu/dohist/vftrips/utemusem/more3d.htm

http://thumbs.dreamstime.com/z/compass-rose-white-background-21677385.jpg


(2pts) 2.

Cause Effect starvation acquisition of the horse

Source #3:

The Gold Rush and the Plains of Colorado

One of the contributing factors to the Sand Creek Massacre, the Colorado Gold Rush encouraged thousands of

people to move across the plains, seeking their fortunes in Colorado's gold fields. Over fifty thousand people

came to the Pike's Peak area in 1859 alone, moving over Cheyenne and Arapaho tribal lands. These settlers

pushed some tribes from the gold fields and relied on caravans coming from the East for survival and trade.

With thousands of new faces in Colorado Territory in 1858-63, the Gold Rush produced tensions that helped

contribute to conflict between the white settlers and Plains Indians. Settlers called for removing Indians from

the land, while the Cheyenne and Arapaho largely sought a peaceful resolution to the conflict. Violent

confrontations ended with murders on both sides during 1864, leading to the massacre on Sand Creek, followed

by years of warfare on the plains. (3pts) 3. Both authors (source #2 and #3) have a point of view that the white settlers had a negative effect on the Native Americans. What details support this inference? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


(4pts) 4. What are some causes of the conflict between Native Americans and whites? Use all the available sources. ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________




Source#1:

See below photos

(2pts) 1. Label each picture with the appropriate type of resource:

natural and human resource capital resource product service

Children Coal Mining in 1920 Producing Steel in a Colorado Factory

______________________ ____________________ Colorado Telephone Operators Early Colorado Bank

_______________________

http://hewit.unco.edu/dohist/20thcent/worktool/manufs/photo1.htm


Source#2:

This is the front of the J. D. Work & Company hardware store in Telluride. The photo was taken about 1903. Photos of storefronts tell us a lot about mining towns of the 1800s. The owner of this hardware store in Telluride used the front of his store to advertise goods that he sold.

(3pts) 2. What do the advertisements tell us about why miners and mine owners needed

hardware stores? How is the store in the picture above different from hardware stores (Home

Depot, Lowes, ACE) we have today?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


Source #3: (2pts) 3. Either as a class or individually access this website: http://www.historycolorado.org/educators/sugar-beet-fields Look at the primary sources (photos) and descriptions. Why did these people migrate and settle in Colorado? ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

(3pts) 4. Use chapter 5 (particularly pages 144 and 145) as well as the other sources to explain why immigrants came to live in Colorado. ___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

http://www.historycolorado.org/educators/sugar-beet-fields


4.) Continued

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________




1. (3pts) Use Chapter 6 to fill in the chart.

Federal People Word Bank:

President U.S. Supreme Court Justices Vice President Federal Court Judges Cabinet Members Senators Representatives

Federal Powers Word Bank:

Decides how to spend money Makes laws Carries out laws Evaluates laws Prints money and coins Declares war Leads armed forces Collects taxes

Federal

Powers

Federal

People

Congress



State

Powers

State

People

General Assembly

State People Word Bank:

Senators

Representatives

Supreme Court Justices

Governor

Court Judges

Cabinet Members

Lieutenant Governor

State Powers Word Bank:

decides how to spend money

makes laws

carries out laws

evaluates laws

collects taxes

holds elections

collects taxes

leads militia


3. (4pts) Using the charts, compare and contrast state and federal governments.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________



Opportunity Cost Resource + Assessment:

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/So-Few-Of-Me.pdf



Answer Key

4th Grade Social Studies Assessment: Chapters 1 & 2 Source#1: Reread pages 35-37, “Abraham Lincoln- Civil War President”. (1pt) 1. All of the following statements are causes of the Civil War except:

o Northern states wanted to end slavery o The Southern states broke away from the United States

o 8,000 soldiers died o Southern states wanted to keep slavery

(2pts) 2. Which quote best decribes the causes of the Civil War? Support your answer.

o “ A house divided against itself cannot stand.” o “ government of the people, by the people, for the people shall not perish from

the earth.”

Sample Response: The quote that best describes the causes of the Civil War is “A house divided against itself cannot stand.” This quote’s purpose was to help people understand that the nation could not survive the disagreement around slavery. Therefore, things had to change in that effort. Source #2


(3pts) 3. Using the newspaper headline and the text selection (pages 35-37, “Abraham Lincoln- Civil War President”) to fill in the missing dates and events.

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&docid=VVDhuk4frChX3M&tbnid=E1A804giYtvEeM:&ved=0CAUQjRw&url=http://thefreakaccountant.wordpress.com/tag/john-wilkes-booth/&ei=AUmGU6DsBI2OyASoz4C4Aw&bvm=bv.67720277,d.aWw&psig=AFQjCNFnJQwmm06DF7z75x5DQtzb0JdylQ&ust=1401395677466916


Source #3: Watch the video two times. During the second viewing, pause to take notes that will help you answer the question. “Bio: Frederick Douglass” http://www.biography.com/people/frederick-douglass-9278324

(4pts) 4. In the text it states Frederick Douglass and President Lincoln became friends. Using the video and the text, give examples how the two men were similar.

Sample Answer: Frederick Douglass and President Lincoln were similar in the following ways: they both spoke out against slavery, both Lincoln and Douglass were very well read, both men also wanted the restoration of the United States and the end of slavery. These are some of the ways that Douglass and Lincoln were similar.

http://www.biography.com/people/frederick-douglass-9278324


Answer Key 4th Grade Social Studies Wrap-up: Chapter 3

Source#1: Read p. 75 “Zebulon Montgomery Pike: Opening the West” Source#2:


(2pts) 1. Pike’s path of exploration was near several modern towns. Using the map, order the towns in the sequence he would have encountered them.

(2pts) 2. What are two major geographic features of Central Colorado? How do you know?

Sample Response: Two major geographic features of Central Colorado are Pike’s Peak and the Arkansas River. Both of these geographical features are located in Central Colorado where Zebulon Pike traveled through Colorado. These features were discussed in the text and labeled on the map. Source #3: On Saturday, November 15, the expedition encountered bluffs in a bend of the Arkansas that forced them out of its valley on the south side of the river and up onto the prairie above. As they made their way along this higher ground, a “small blue cloud” on the horizon caught Pike’s eye. A glance through his spyglass heightened his suspicion that the cloud was actually a mountain. Thirty minutes later, his suspicion was confirmed as a snow-covered peak materialized from the prairie floor, followed later by the outlines of the outliers of the front range of the Rockies. Pike always referred to the mountain he first saw as the “Grand Peak,” or the “blue mountain,” but later, others would formally name it in honor of the first U.S. citizen to lay eyes on it: Pikes Peak. While its soaring mass seemed deceptively close on that November day, he was still some 120 miles from the mountain that would immortalize his name.

“…but here 800 miles from the frontiers of our country, in the most inclement season of the year; not one person clothed for the winter, many without blankets, (having been obliged to cut them up for socks) and now laying down at night on the snow or wet ground; one side burning whilst the other was pierced with the cold wind: this was in part the situation of the party whilst some were endeavoring to make a substitute of raw buffalo hide for shoes…” Zebulon Pike



http://www.pikespeakcam.com/


(3pts) 3. Fill in the chart using all the sources.

Challenges Possible Adaptations

Exploring new territory

Following the rivers

“not one person clothed for the winter”

Cut up blankets for socks Height of mountains

Turned back (4pts) 4. Did Zebulon Pike climb the mountain that was named after him? Prove your answer with at least 3 details using 2 or more sources.

Sample Response:

Zebulon Pike did not climb the mountain that was named after him. The text on page 75 states that he and his men had to turn back due to the snow and cold. The text in source three says that Pike’s Peak was named for the first U.S. citizen to see it, but says nothing about him climbing it and that he was 120 miles from the peak. The last supporting detail comes from page 75 and states that the peak was named for the officer who had tried to climb it. All of this evidence proves that Zebulon Pike did not climb Pike’s Peak.



Source#1:

(1pt) 1. Read page 124 and think about how the above map changed.


Draw on the map below to show Colorado Native Americans after the 1880’s.

Source#2: Ute History The acquisition of the horse, as well as the adoption of elements of Plains Indian culture such as the tipi, profoundly changed Ute life. Mounted on their sturdy ponies, the men could venture far afield in conflict, search of food or trade. Women set up tipis, raised and taught children, gathered and cooked food, prepared hides and made baskets, household goods and clothing. More changes came with the coming of the whites. Pushed onto ever smaller sections of land, the Utes found it increasingly difficult to support themselves. Without the free movement necessary to follow herds of elk, deer and buffalo, they were threatened with starvation. Also, the hordes of whites who increasingly entered the high country in search of gold and silver saw the Utes as a menace to nineteenth century notions of progress and the march of civilization.

Ute

Reservation

http://hewit.unco.edu/dohist/vftrips/utemusem/more3d.htm

http://thumbs.dreamstime.com/z/compass-rose-white-background-21677385.jpg


(2pts) 2.

Cause Effect Coming of the whites starvation acquisition of the horse Able to travel farther for food

and trade

Source #3:

The Gold Rush and the Plains of Colorado

One of the contributing factors to the Sand Creek Massacre, the Colorado Gold Rush encouraged thousands of

people to move across the plains, seeking their fortunes in Colorado's gold fields. Over fifty thousand people

came to the Pike's Peak area in 1859 alone, moving over Cheyenne and Arapaho tribal lands. These settlers

pushed some tribes from the gold fields and relied on caravans coming from the East for survival and trade.

With thousands of new faces in Colorado Territory in 1858-63, the Gold Rush produced tensions that helped

contribute to conflict between the white settlers and Plains Indians. Settlers called for removing Indians from

the land, while the Cheyenne and Arapaho largely sought a peaceful resolution to the conflict. Violent

confrontations ended with murders on both sides during 1864, leading to the massacre on Sand Creek, followed

by years of warfare on the plains. (3pts) 3. Both authors (source #2 and #3) have a point of view that the white settlers had a negative effect on the Native Americans. What details support this inference?

Sample Response: Details supporting the idea that both authors had the view point that white settlers had a negative effect on the Native Americans can be found in both source 2 and 3. In source 2 the author states that the people coming for the gold rush were a contributing factor to the Sand Creek Massacre. It also states that settlers pushed tribes off land that contained the gold fields. In source 3 the author said that the large number of new faces in Colorado increased tensions between white settlers and Plains Indians. Settlers wanted to remove the tribes from the land, while the Indians looked for peaceful ways to solve problems.


(4pts) 4. What are some causes of the conflict between Native Americans and whites? Use all the available sources.

Sample Response: The conflict between Native Americans and whites came about for several reasons. The number of whites coming into the Colorado territory forced the Native Americans onto smaller pieces of land. This in turn made it hard for the tribes to follow the game and keep their people from starving. Another cause of conflict was that the whites viewed the Indians as a menace to the progress they wanted to make by moving across the country. This lead to incidents such as the Sand Creek Massacre, which then lead to years of warfare between settlers and Native Americans. These were some of the reasons the Native Americans and whites had conflicts.



Source#1:

See below photos

(2pts) 1. Label each picture with the appropriate type of resource:

natural and human resource capital resource product service

Children Coal Mining in 1920 Producing Steel in a Colorado Factory

natural and human resource product Colorado Telephone Operators Early Colorado Bank

service capital resource

http://hewit.unco.edu/dohist/20thcent/worktool/manufs/photo1.htm


Source#2:

This is the front of the J. D. Work & Company hardware store in Telluride. The photo was taken about 1903. Photos of storefronts tell us a lot about mining towns of the 1800s. The owner of this hardware store in Telluride used the front of his store to advertise goods that he sold.

(3pts) 2. What do the advertisements tell us about why miners and mine owners needed

hardware stores in their mining towns? How is the store in the picture above similar/differ from

hardware stores (Home Depot, Lowes, ACE) we have today? Sample Response: The advertisements on the store tell us that miners and mine owners needed many different supplies and the hardware store supplied many items specialized to mines. Paints, glass and doors were just some of the supplies used in the mines or at homes. They needed the hardware stores in their mining towns due to the fact that transportation was much slower compared to today. If miners had to go to say Denver from Leadville it could take days for them to go and come back which cost them wages and mine owners money and people not working. Hardware stores of today are similar to the store in the picture because they both sell/sold many different types of supplies. They differ because advertisements are no longer on buildings. Now stores use flyers, newspapers, radio and TV to announce specials and what they are selling.


Source #3: (2pts) 3. Either as a class or individually access this website: http://www.historycolorado.org/educators/sugar-beet-fields Look at the primary sources (photos) and descriptions. Why did these people migrate and settle in Colorado? Sample Response: These people migrated to and settled in Colorado to improve their quality of life. The pictures show people who came to Colorado to work in the fields. These people were able to earn a living and provide for their families by laboring in the fields. Some of them became land owners in their own right, as well. Colorado provided these individuals with the opportunity to improve their quality of life. (3pts) 4. Use chapter 5 (particularly pages 144 and 145) as well as the other sources to explain why immigrants came to live in Colorado. Sample Response:

Immigrants came to live in Colorado in order to find jobs and land. Some immigrants came to work for the railroads and mines. Others came to work in service industries such as food service, housekeeping, and childcare. They also found opportunities working in agriculture, and small businesses. Some immigrants became entrepreneurs and were able to begin their own businesses and were quite successful. This allowed the immigrants to improve their quality of life through finding jobs and land.

http://www.historycolorado.org/educators/sugar-beet-fields




Federal People Word Bank:

President U.S. Supreme Court Justices Vice President Federal Court Judges Cabinet Members Senators Representatives

Federal Powers Word Bank:

Decides how to spend money Makes laws Carries out laws Evaluates laws Prints money and coins Declares war Leads armed forces Collects taxes Interprets the Constitutions

Federal

Powers

Makes Laws

Prints money and coins

Decides how to spend

money

Collects taxes

Carries out the laws

Declares war

Leads armed forces

Evaluates laws

Interprets the

Constitutions

Federal

People

Congress

Senators

Representatives

President

Vice President

Cabinet Members

U.S. Supreme Court

Justices

Federal Court Judges



State

Powers

Makes laws

Decides how to spend

money

Collects taxes

Carries out laws

Leads militia

Evaluates laws interprets the state

constitution

State

People

General Assembly

Senators

Representatives

Governor

Lieutenant Governor

Cabinet Members


Court Judges

State People Word Bank:

Senators

Representatives


Governor

Court Judges

Cabinet Members

Lieutenant Governor

State Powers Word Bank:

decides how to spend money

makes laws

carries out laws

evaluates laws

collects taxes

leads militia

interprets the state constitution


6. (4pts) Using the charts, compare and contrast state and federal governments.

Sample Response:

The state and federal governments are similar by having the same types of

branches and overseeing law documents. Executive, Legislative and

Judicial branches can be found for the governments of the U.S. and state of

Colorado. Both also have a similar document that is the overseeing law

called the U.S. and Colorado constitution. The state and federal

governments are different by the fact that the state is in charge of itself but

is also governed/overseen by the federal government/branches. Another

example of the differences come in the Executive Branch. A governor is in

charge of the state/local militia but cannot declare war on another state or

country. The President of the U.S. is in charge of all military and can

declare war on another country. The Judicial Branch also differs as the

U.S. Supreme Court has the final decision on all laws, rules, verdicts, etc.

The U.S. Supreme Court can overturn or throw out a decision made by the

Colorado Supreme Court if they deem it is unconstitutional, basically

giving them power over all courts and laws.



Opportunity Cost Resource + Assessment:



checks for content knowledge and application of standards ...€¦ · 2016-2017 4th grade social...

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