Colorado History

This webquest is about Colorado history and can be used as a unit in 4th grade as they are required to learn about Colorado history. I think think that it would take about 4 weeks to complete given social studies time periods in class to work on and a little outside work as well. I would make sure that you have a media center that the students can work in for their webquests and that all students will be able to complete the assignment if not please note my extensions and re-teaching options. I think this can be a fun unit for students to learn about and I would be interested to see what they come up with. 

Standards

Standards
Content Area: Social Studies
Grade Level Expectations: 4th
Standard: 1: History
Evidence Outcomes:
Concepts and skills students master:
1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado

a. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history (DOK 1-2)
b. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado (DOK 1-2)
d. Identify and describe how major political and cultural groups have affected the development of the region (DOK 1-2)
Concepts and skills students master:
2. The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States
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 (DOK 1-3)
b. Describe interactions among people and cultures that have lived in Colorado (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 2. Geography
Concepts and skills students master:
2. Connections within and across human and physical systems are developed

a. Describe how the physical environment provides opportunities for and places constraints on human activities (DOK 1-2)
b. Explain how physical environments influenced and limited immigration into the state (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 3. Economics
Concepts and skills students master:
1. People respond to positive and negative incentives
b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives (DOK 1-3)
c. Explain how the productive resources - natural, human, and capital- of Colorado have influenced the types of goods produced and services provided (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 4. Civics
Concepts and skills students master:
1. Analyze and debate multiple perspectives on an issue
b. Provide supportive arguments for both sides of a current public policy debate (DOK 1-3)
c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved (DOK 1-3)
Content Area: Reading, Writing and Communicating
Grade Level Expectations: Fourth Grade
Standard: 3. Writing and Composition
Concepts and skills students master:
1. The recursive writing process is used to create a variety of literary genres for an intended audience
a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3)
i. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)
ii. Choose planning strategies to support text structure and intended outcome
iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)
iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)
v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)
vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)

Content Area: Reading, Writing and Communicating
Grade Level Expectations: Fourth Grade
Standard: 3. Writing and Composition
Prepared Graduates: (Click on a Prepared Graduate Competency to View Articulated Expectations)
• Implement the writing process successfully to plan, revise, and edit written work

Concepts and skills students master:
2. Informational and persuasive texts use the recursive writing process
Evidence Outcomes 21st Century Skill and Readiness Competencies
Students Can:
a. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (CCSS: W.4.2)
i. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. (CCSS: W.4.2a)
ii. Choose planning strategies to support text structure and intended outcome
iii. Identify a text structure appropriate to purpose (sequence, chronology, description, explanation, comparison-and-contrast
iv. Organize relevant ideas and details to convey a central idea or prove a point
v. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (CCSS: W.4.2b)
vi. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). (CCSS: W.4.2c)
vii. Use precise language and domain-specific vocabulary to inform about or explain the topic. (CCSS: W.4.2d)
viii. Provide a concluding statement or section related to the information or explanation presented. (CCSS: W.4.2e) Inquiry Questions:
1. Which tools are available to assist the writer in planning, drafting, and revising personal writing?
2. How is word choice affected by audience and purpose?
3. How are writers persuasive without being biased?
Relevance & Application:
1. When preparing for a presentation writers can use electronic resources to add graphics and visual effects to a project.
2. Businesses use proposals to persuade consumers to buy their products.
Nature Of:
1. Writers use transition words in their writing to make transitions clearer and easier to follow.
2. Writers will sometimes use a visual that will help convey their message.

Credits

Megan Mulder
ED 413
Information Organizer

Theme of website Websites
This is a very student friendly site focused on exploring the past of Colorado’s history http://hewit.unco.edu/dohist/

This talks about the Native Americans and the Anasazi http://www.colorado.gov/dpa/doit/archives/history/histfaqs.htm

This site give the statistics about Colorado and its archives http://www.state.co.us/kids/profile.htm

This is the history from the cliff dwellings to statehood of Colorado http://www.state.co.us/kids/2004kids/clchistory.htm

Talks specifically about Mesa Verde http://www.nps.gov/meve/index.htm

The land in Colorado in detail and the sites in the state http://www.blm.gov/co/st/en/BLM_Resources/environmental_education.html

Timeline of Colorado history http://www.history-timelines.org.uk/american-timelines/06-colorado-history-timeline.htm

Great site for students including geographies and communities http://www.colorado.gov/about-colorado/colorado-past/history-for-kids.html

Another great student site that lets them further explore facts of Colorado http://www.atozkidsstuff.com/colorado.html

A kids web to look at biographies databases and photographs of Colorado http://more.ppld.org:8080/kids/colorado/default.asp

Other

Lesson Plan Info:
Title: Discovering Colorado’s History
Created By: Megan Mulder
Date Created: 6/29/2012
Grade: 4th
Subject: Colorado History
Topic of Lesson: Introduction to webquest
Type of Lesson Plan: Direct instruction
Class Submitted For: ED 413:Teaching Social Studies
Instructor: Mario Nogare

Standards
Content Area: Social Studies
Grade Level Expectations: 4th
Standard: 1: History
Evidence Outcomes:
Concepts and skills students master:
1. Organize and sequence events to understand the concepts of chronology and cause and effect in the history of Colorado

a. Construct a timeline of events showing the relationship of events in Colorado history with events in United States and world history (DOK 1-2)
b. Explain the cause-and-effect relationships in the interactions among people and cultures that have lived in or migrated to Colorado (DOK 1-2)
d. Identify and describe how major political and cultural groups have affected the development of the region (DOK 1-2)
Concepts and skills students master:
2. The historical eras, individuals, groups, ideas and themes in Colorado history and their relationships to key events in the United States
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 (DOK 1-3)
b. Describe interactions among people and cultures that have lived in Colorado (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 2. Geography
Concepts and skills students master:
2. Connections within and across human and physical systems are developed

a. Describe how the physical environment provides opportunities for and places constraints on human activities (DOK 1-2)
b. Explain how physical environments influenced and limited immigration into the state (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 3. Economics
Concepts and skills students master:
1. People respond to positive and negative incentives
b. Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives (DOK 1-3)
c. Explain how the productive resources - natural, human, and capital- of Colorado have influenced the types of goods produced and services provided (DOK 1-2)
Content Area: Social Studies
Grade Level Expectations: Fourth Grade
Standard: 4. Civics
Concepts and skills students master:
1. Analyze and debate multiple perspectives on an issue
b. Provide supportive arguments for both sides of a current public policy debate (DOK 1-3)
c. Discuss how various individuals and groups influence the way an issue affecting the state is viewed and resolved (DOK 1-3)
Content Area: Reading, Writing and Communicating
Grade Level Expectations: Fourth Grade
Standard: 3. Writing and Composition
Concepts and skills students master:
1. The recursive writing process is used to create a variety of literary genres for an intended audience
a. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3)
i. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a)
ii. Choose planning strategies to support text structure and intended outcome
iii. Use dialogue and description to develop experiences and events or show the responses of characters to situations. (CCSS: W.4.3b)
iv. Use a variety of transitional words and phrases to manage the sequence of events. (CCSS: W.4.3c)
v. Use concrete words and phrases and sensory details to convey experiences and events precisely. (CCSS: W.4.3d)
vi. Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e)
Overview
Objective: Students will demonstrate their understanding of Colorado history including the history, geography, economics, and civics through a WebQuest containing many activities with 100% proficiency according to a rubric.

Assessment Plan: Students will be graded with a rubric for their webquest and will also have many other grades along the way including participation for assignments and other grades as well. They will be graded on their paper about Colorado history, their art project and music assignment. All of these grades will be part of the overall grade of the WebQuest along with other aspects such as organization and format.


Learning Context: Students have learned a little about history in the past but this will be the major unit that they will do covering Colorado History and all the aspects of it. Prior to this lesson they will be given an overview on Colorado history to give them background information. This lesson is the introduction to the WebQuest and unit. It tells them what will be expected of them and what they will cover during this. It will explain the expectations for the assignments and get them started on their journey.

Time Allotment: This introductory lesson will just be an hour to explain to students what they will be doing and how they will use the WebQuest to do their assignments. I do not expect it to extend more than one class period.

Instructional Materials:
Teacher Materials:
• Computer
• Sample WebQuest
• WhiteBoard
• Markers
• Eraser

Student Materials:
• Worksheet with Information
• Pencil
• Paper
• Computers

Differentiation of Instruction: For students that are visually impaired I will provide them with a handout of everything on the board. For students who are hearing impaired I will tell them about the project beforehand. I will have students with an ILP be paired with a higher level student to get help during the projects. I will be available to all students throughout the process and work with them outside of class time if they need additional help. For those that need additional help the librarian can help them with the research part of the project.



Sequence of Procedures (This is where the teaching begins)

Opening
Gaining Attention: Start by asking students what they know about Colorado History. Have them brainstorm what they know in cooperative groups. Give an overview of Colorado History including the aspects of Social Studies that will be touched on during the WebQuest. This includes history, geography, economics and civics.
Recall Prior Knowledge: Have students think about what they already know about this and where they learned it or from who. Have them think about why they know certain information and share it with the class.
Stating Purpose (Objective) of Lesson: The purpose of this lesson is to introduce students to the WebQuest that they will be working on the aspects of Colorado History that they will be discovering. Answering any questions about how to navigate the Webquest and any other additional questions about the unit.

Body
Scaffolding Learning Opportunity 1 [etc.]:Students will take what they already know about Colorado History and expand or pull from that five things that they want to focus on in their research on each of the four aspects of Social Studies.
Student Task 1 [etc.]: Research information on websites that are provided in the WebQuest to find information about Colorado History and compile that information in the form of an informative paper. Make sure to write the first draft and then revise it with peers and then edit your paper and write the final draft. Create a work of art that deals with an aspect of Colorado History. You must label this and tell why you choose this certain thing. Then you will come up with lyrics to a song about Colorado that you must write down and turn in and/or present to the class or the teacher. Fill out a conclusion statement on how well you liked the WebQuest and assignments.
Checks for Understanding: I will ask students to tell me what the task at hand is and how to work the WebQuest online to make sure that they understand completely. I will have students show me how to navigate the WebQuest to make sure they understand what to do.


Assessment
Throughout the course of the completing the WebQuest and all the activities along with it students will be graded by both informal and formal assessments to ensure their understanding and growth over time. Their WebQuest will be graded by a rubric.

Closure
Students will engage in closure to this WebQuest by giving their opinions on the overall project and unit. They will tell me what they learned and what they suggest to do different for next time.

Reteaching Activities:
If a student does not grasp the assignments with the WebQuest they can get additional help from me or from the librarian on how to navigate the page and understand what their tasks are. If this additional help does not work I will give them an alternative assignment to study Colorado History.


Extension Activities:
Extension activities that I would have students do would be to look at additional websites or books to find more information or read a book that has to do with Colorado History and a group of people that lived here. Students could also create a PowerPoint to share with the class or tell where their family comes from. They can ask their grandparents about their family tree and figure out where they came from and when.


Rubric:

Multimedia Project : WebQuest Colorado History
________________________________________
Teacher Name: Mrs. Mulder


Student Name: ________________________________________




CATEGORY 4 3 2 1
Sources Source information collected for all graphics, facts and quotes. All documented in desired format. Source information collected for all graphics, facts and quotes. Most documented in desired format. Source information collected for graphics, facts and quotes, but not documented in desired format. Very little or no source information was collected.
Rough Draft Rough draft brought on due date. Student shares with peer and extensively edits based on peer feedback. Rough draft brought on due date. Student shares with peer and peer makes edits. Provides feedback and/or edits for peer, but own rough draft was not ready for editing. Rough draft not ready for editing and did not participate in reviewing draft of peer.
Requirements All requirements are met and exceeded. All requirements are met. One requirement was not completely met. More than one requirement was not completely met.
Mechanics No misspellings or grammatical errors. Three or fewer misspellings and/or mechanical errors. Four misspellings and/or grammatical errors. More than 4 errors in spelling or grammar.
Content Covers topic in-depth with details and examples. Subject knowledge is excellent. Includes essential knowledge about the topic. Subject knowledge appears to be good. Includes essential information about the topic but there are 1-2 factual errors. Content is minimal OR there are several factual errors.
Organization Content is well organized using headings or bulleted lists to group related material. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Content is logically organized for the most part. There was no clear or logical organizational structure, just lots of facts.



References:

ALTEC at University of Kansas (2000). RubiStar Create Rubrics for your Project-Based Learning Activities. Retrieved from http://rubistar.4teachers.org/.


(2001, May). Zunal. Retrieved from http://zunal.com/index.php.




Task:

You will be exploring Colorado history including the cultures and peoples that were here, the land, and timeline. You will discover specific areas and the history of them including the people and different views of what happened during that place depending on the ethnicity.






Research:
1. Discover about the Native Americans who were the first people to live in Colorado.
http://hewit.unco.edu/dohist/indians/themes.htm
2. Learn about the Anasazi and other Native American groups and their timelines.
http://www.colorado.gov/dpa/doit/archives/history/histfaqs.htm
3. Learn about the cliff dwellings and Mesa Verde including their geography, the people that lived there, the timeline, the housing and environment including daily life.
http://www.state.co.us/kids/2004kids/clchistory.htm
http://www.nps.gov/meve/index.htm
4. Learn about the Gold Rush in Colorado
http://www.colorado.gov/dpa/doit/archives/history/histchron.htm
http://hewit.unco.edu/dohist/mining/themes.htm
5. Create a timeline
http://www.history-timelines.org.uk/american-timelines/06-colorado-history-timeline.htm
6. Discover the geography
http://www.colorado.gov/about-colorado/colorado-past/history-for-kids.html
http://www.blm.gov/co/st/en/BLM_Resources/environmental_education.html
7. Biography of person of your choice from list
http://more.ppld.org:8080/kids/colorado/biographies.asp
8. Additional facts that you find interesting
http://www.atozkidsstuff.com/colorado.html







Process:
1. Pre-writing- make a column on your paper of things you already know about Colorado history on the left and what you want to learn about on the right. As you complete this webquest you may find that some of the information that you had learned previously was false. If this does occur make note of it and write an additional list of misconceptions that you may have had prior to this and discovered throughout the journey.
2. Since you are going to become a historian on Colorado history, you will need to become familiar with all aspects of Colorado history including history, geography, economics, and civics of the state. Find 5 things that you want to learn under each of the four categories and research them.
3. Once all the research is collected you need to write a paper about what you have learned. Since you have already done your pre-writing you can start with your first draft. Then you will revise your paper and have peers review it as well. After the revising stage then you will edit your paper and look for grammatical errors you may also have a peer look for these errors. Then rewrite your paper as a final draft. This paper should be 2-3 pages long. Make sure that you site your sources and include a bibliography page as well.
4. Create a work of art of your choice. This will be up to your imagination of what you have learned. Make sure to give a description of your picture at the bottom of what it is and why you chose to draw it.
5. With a group of people 3-4 come up with lyrics to a familiar tune of what you have learned about Colorado. You will present these to the class or hand in a written copy if you so desire.
6. Conclusion- please rate how well you liked or disliked this assignment, giving suggestions, comments, or concerns about how the journey went for you!
Congratulations you are finished! You are now an expert on Colorado history, go home and tell your friends and family all that you have learned.