Historical Marker: History is All Around Us!

History is all around us! This is a great assignment that I did for my Utah History students. However, it could work for any history class in any state. The previous for this project is that students will need to:

• Go to a Historical Marker within the State of Utah
• (plaques with on old buildings, or monuments etc.)
• Take a Selfie at the Marker 
• (Print off or send to me to print)
• Do a little research about said marker
• Present to the class

Selfie at Hotel Utah,
 My kids and myself

To help students find markers, to begin with, I had students look up markers using the Utah Heritage website:

https://heritage.utah.gov/history/historic-markers

In this link select “Markers and monuments database”  then search by County, Organization, Keyword, or Theme. In most cases, it will have a short description.

I even placed a map on the back wall of my classroom with pins and selfies of places that my student have gone within the state. 

To help motivate students, I award 3 prizes at the end of each quarter.

1. Best Selfie
2. Farthest Marker
3. Most Interesting 

For most students, they enjoyed this project and enjoyed learning about the little-known history of our small towns and our state. When it came to students that claimed that their parents couldn't take them to a Historical Site, I had them have their parents contact me, or reminded them that there were a ton within a 30 min drive.

John C. Fremont Document Based Question

Document Based Questions (DBQ)  are a great way for teaching students to use Primary and Secondary Sources and formulate their own conclusions. For this DBQ I took an article for Utah Historical Quarterly and simplified it and broke it scaffold it with a question to help students understand its significance.
The question that students were to keep in mind during this assignment was: How were Mormon Settlements Influenced by John Fremont's Reports of the Great Basin?
Students would then read the documents intrprite and read maps, and answer questions to help students understand what they should be looking for.
Depending on the level of students they would then come up with a Thesis and Essay to answer the first question.

The Full Document Based Question is at the Following Link to a Google Doc:
Fremont Mormon Settlement Document Based Question

Baugh, Alexander L. "John C. Fremont's 1843-44 Western Expedition and Its Influence on Mormon Settlement in Utah." Utah Historical Quarterly 83.4 (2015): 254-69. Print.

Memorial Project

This is a fun way to get students thinking about symbolism and remembering the past. It also gives students the freedom to choose how they would like to present their research. For this project I put it into Utah's Struggle for Statehood, but it could be adapted for almost any unit. They begin by selecting a topic within Utah's Territorial time frame to research. Then they select the the way that they would like to present their research; drawing out in detail a memorial (or building a small replica),  designing installation art, or a miscellaneous/ performance (interpretive dance, monolog, musical composition, or something else). They then do the research, write a process paper explaining their symbolism and present it to the class.

Memorial

This is the Place Monument commemorating the Mormon Pioneers entry into the Salt Lake Valley and all of the other explorers before.

Resembles a weeping willow in Budapest, Hungary.  On each metal leaf is a name of a Hungarian Jew who die in the Holocaust.

http://www.theholocaustexplained.org/ks3/survival-and-legacy/legacy-and-memory/holocaust-memorials/#.VRnAbDvF8mc

The memorial at Iwo Jima to remember the United States victory at Iwo Jima.  The sculpture is based off of the famous picture taken the day of the victory.

 Installation Art

This is an installation art piece that represents the Japanese Internment in the United States during World War II.  Many people who were Japanese or of Japanese descent on the West Coast were forced from their homes and sent to internment camps until the end of the war.  This art piece is a collection of luggage tags that the Japanese had to put on their suitcases.  It shows the number of people that were sent away.

This installation art piece is in remembrance of 9/11.  "In observance of the tenth anniversary of 9/11, Illegal Art has marked each of the 110 floors on the sidewalk with chalk, starting at 5th Avenue and 14th Street and heading north for 1,368 feet (417 meters), the height of the taller of the two towers.  Passersby, like yourself, are encouraged to walk the height of the once standing building along 5th Avenue and write any words that expresses your feeling or experience related to 9/11."

http://www.examiner.com/article/heartfelt-diy-9-11-memorial-encourages-interaction

This the Rubric and information that is given to students:

 Remembering Events of Utah History

The State of Utah has decided that people are forgetting what happened many events that happened in Utah History.  You will compete in this competition choosing to create one of the following a memorial, an installation art piece, or a miscellaneous project.  Below are the requirements for each category.  IN TOTAL YOUR PROJECT IS WORTH 45 POINTS

Step 1: Choose form one of the following topics:

Utah War

Mountain Meadows Massacre

The Walker War

Utah Black Hawk War

Trans Continental Railroad             

Coop. Stores

Mining in Utah

Minorities

Pony Express

Other_______________________

Step 2: Pick a Genre

MEMORIAL:

A memorial is an object, which serves as a focus for memory of something or someone.  Examples are plaques, sculptures, monuments, statues, fountains, or parks.  (You cannot do a plaque or a park – nor can you simply do a statue of an American Indian).  Memorials are often very symbolic in their design.  For example, some Holocaust memorials include barbed wire, symbolizing the wire used to contain them.  If you choose to do a memorial you must have:

______  A well-drawn design of your memorial (this is not a quick drawing) (20

            points)

______  An incorporated symbol that has a connection to your topic (5 points)

______  A one-page typed description that includes: (20 points total)

            ______ HOW and WHY you chose your design (5 points)

            ______ What is your incorporated symbol and why did you choose it (8

                         points)

            ______ A location for your memorial (where would you put it and why) (2

                        points)

            ______Sources and Research What happened! (5 points)

“INSTALLATION” ART:

“Installation” art is an art piece that is 3-D that can be found within a museum or in a site-specific space.  While a memorial has symbolic elements, “installation” art is completely symbolic and raises awareness.  It also can be interactive.  It is art that really makes the viewer think about what is symbolizes, but it also makes them look inward.  If you choose to do an “installation” art piece you must have:

______  A well-drawn design of your “installation” art (this is not a quick drawing)  

            (20 points)

______  Symbolism (How is it symbolic) (10 points)

______  A one-page typed description that includes: (15 points total)

            ______ HOW and WHY you chose your design (3 points)

            ______ Describe how your art is symbolic and what you want your viewers to

                       experience (5 points)

            ______ A location for your “installation” art (where would you put it and why)

                       (2 points)

______Sources and Research What happened! (5 points)

MISCELLANEOUS

We know that there are those of you out there that have other talents that may not fall into the 3 categories above and we would like to give you the chance to participate as well.  In this category you may: write a song (music and/or lyrics), choreograph a dance, write a spoken word poem or write a 5 minute monologue (each recorded and sent to Mr. Owen  (See me for examples) If you choose to participate in this category you must have:

______  A recording of the piece (20 points)

______  A one-page typed description (25 point total)

            ______ HOW and WHY you chose this particular form of art (8 points)

            ______ Your process in creating this art piece (6 points)

            ______ What do you hope your audience will feel and take away from

           seeing/hearing your performance (6  points)

            ______Sources and Research What happened! (5 points)

Step 3: Research Topic and complete requirements for your chosen Medium.

Step 4: 2-5 minute presentation about your Project.

Writing Literacy

In the state of Utah they have implemented a writing literacy standards in Social Studies. As I looked for ways to incorporate writing, I came across an article from the Colonial  ƒoundation that gives suggestions on ways to put writing into Social Studies.

The article starts out by saying three reasons to write in a Social Studies classroom:

1. Writing is a fundamental intellectual activity. It prompts problem solving, discovery, and communication.

2. Writing helps you to learn history. Students learn best when they are actively engaged and writing is one way we can do this.

3. Writing clarifies your understanding of the subject. As students write often their questions are clarified.

The author also suggests posting these points in the classroom, and to point to them when students complain.  It goes on to have students write daily summaries, and unit wrap-ups, emphasizing that writing every day is better than long papers.

Students must be taught how to write a historical essay, compared to language arts essays: there are differences. These are suggestions from the article:

• Assume your audience knows nothing about the historical topic.
• Historical writing is based on fact.
• Chronology and sequence are important for organizing historical writing.
• Historical facts should support statements or reasons.
• Use the appropriate historical time frame.
• Make historical writing interesting to the audience by:
• Providing details from the time period.
• Organizing historical information clearly so that it makes an impact on the audience.
• Using first person, if writing as a historical figure.

Journals are also suggested. For opening bell ringers you can have questions posted or do what is called a reaction journal entry: where a quote from a historical figure of the time period being studied is shown and students must write their reaction to the quote using what they know at that time (essay questions can be pulled from these quotes for unit papers, etc). These journals can also be looked back at the end of the unit and see if opinions have changed and reactions have changed.

With writing in the classroom language arts and history can drastically change the way they view writing.

© 2011 †he Colonial  ƒoundation
Writing in the Social Studies Classroom
By Peter Pitard, Principal, Bath County High School, Hot Springs, Virginia

Department of Education Outreach

What do you want me to do about it? Procedures for Absent and Late Work

There are always going to be students that are absent, turn in late work or have questions about their grade on an assignment. The question that teachers always think when they are asked questions are “What do you want me to do about it?” This is the system that I plan on using to help with these issues and to empower students to find out what is required of them on their one.

WORK BINDER: Each subject will have a Work Binder with a brief description of what was done in class and the assignment. This will be updated daily  at the end of the day, depending on the students the updating may be assigned out to a class leader and a copy of any notes may be included when applicable written by the students.  The Idea is that students will know where to find out what they are missing instead of lining up at the teacher’s desk.

LATE /ABSENT /CNTENDING CARD:  When a student has any late work they will be required to fill out a Late /Absent / Contending Card and attach it to their work. This card will answer the questions teachers have concerning late work by asking the fooling question; was it just late, or absent? ; When was the assignment due, and when did you turn it in? This cared is also designed to address any questions or contending a grade given to the students assignment.  There is also space provided for comments or concerns, or questions about their grade.  Here is an example it should only take a quarter of a page or less:

What do you want me to do about it?

Circle one:
 LATE / ABSENT / CONTENDING

Due Date_________________________

Today’s Date______________________

Comment/ Concerns / Questions: _____

________________________________

________________________________

________________________________

________________________________

This should be explained during the first day of class and again when the first assignment is given depending on the grade level more reminders may be needed.

Utah Studies: Settlers of the Great Basin

Reflection:
Students really enjoyed paying this gave after understanding of the game they enjoyed it. I also had to take out the canals portion of the game until students understand the basic way to play. I mad the game out of laminated folders, and they used expo markers to draw their settlements, roads, and cites.  I put most of the focus on the need for resources  to be sell sufficient like the Utah Settlers so that they wont need to rely on shipments to Utah, especially in the time before the railroad. Opening it up to every aspect of history...

UT Studies

Geography of Utah:

Settlers of the Great Basin

Standards: UT S 1.1 / 1.2 / 1.3 / 1.4

Rational: living in the American West Water and other natural resources are a hot topic as cities grow and development explains away from water sources.

Objective: Students should understand the importance of Utah’s natural resources and come to an understanding of why Utah Settlers settled were they did.

Secondary objectives: students will come to see the importance Utah’s resources play in the American West.

Fore-Knowledge: Students should know the locations of major Cities in Utah and SW as well as some new developments in the desert.

Materials Needed: Maps of Utah and the South West US (Topographic), enough games one for each group of 4.

 

Starter show these three maps have students mark were major cities and land marks are using the too maps note even SLC is in a red zone how do they get their water?

Game instructions: (basically like Settlers of Catan) Major change from original! Tiles not touching ore cannot be collected until water has been shipped using canals with the exception of wood. Settlements may be built on tiles without water but they cannot collect the resources not touching ore until they have built a canal.

RESOURCES: settlers need resources to build roads, settlements, cities, and canals. A card with what it takes to build is provided. Each tile is given a number with witch determines when a resource is gathered numbering 2-12 provability of a number being rolled is also indicated with 6 and 8 most likely and 7 being a wild (see robber). In this game only tile touching Ore (mountains) and wood are revealed, due to the need for water in dry valleys (see canals).

ROBBER: is in play when someone roles a 7 after the first round, it can be used by the person that rolled it to block a resources then you block some ones resources you also take a random resources card from them. Players do not need to use the robber, and can leave him in the desert if desired.

CANALS: Canals are used to take water from the mountains (ore) to the desert valleys, were sheep or wheat or brick may be produced.  Canals can only support two settlements or one city, canals add onto each other like roads but if more than two settlements or cities are on one canal system another canal may be built parallel to meet the demands of the growth, otherwise the settlement dries up and no longer receives the resources. To build a canal it takes 1-Wood and 1- Brick or 1-Ore

PLAY: Role to see who goes first. Place one settlement and one road from settlement at an intersection of 3 tiles and then go clockwise with each player doing the same. Go around twice, each player should have 2 settlements with a road attached to each (settlements do not need to be near each other). Also settlements must have at least 2 spaces between so that you could fit 2roads. Each player takes the 4-6 resource cards from the tiles that they built their settlement on (at this time dry tiles collect as well).

TURN: Roll the dice each play collects resources according to what tiles they are on and the corresponding numbers. The Player that rolled can do the falling build (Road, Settlement, City, Canal, Development Card) or barter with other players or trade in 3 of a kind for any one resource.  When they cannot do any more they pass dice to next player and repeat.

Ending the Game: If you have 10 or more victory points during your turn the game ends and you are the winner! If you reach 10 points when it is not your turn, the game continues until any player (including you) has 10 points on his turn.

Points are accumulated by      1pt –each settlement

                                                2pt – each City

                                                2pt—longest road (over 4 in length)

                                                2pt—largest army (over 3 knights)

                                                2pt—longest canal

                                                And Recourse cards may accumulate pts.

Utah on the Map

Utah on the Map

Objectives: Students will be able to read a map, learn the Counties of Utah. Students will be acquainted with were Utah settlements are located regionally.

 Standards: UT S 1.1 / 1.2

Rational: Students must know where things are as it relates to the world and draw conclusions pertaining to why cities or industries developed their.

Maps, Regional Features and the effects on the economy. Have students crate a map of Utah labeling Cities, Mt. Ranges, Bodies of water, and National parks.

Starter: Put up pictures of cities, landmarks , industries, and National parks on the overhead  asking the students to write down were or what it the picture is showing and if they have ever been there in person.

Brake students into small groups (3-4 need about 10 groups) and have them read from information packets on different parts of Utah: The Great Salt Lake, The Wasatch Front, Lake Powell, Arches and Canyons National Parks, St. Gorge and Washington County,  Cache County, Price Canyon, Park County, Box Elder County, Goblin Valley State Park, Utah County, Tooele County, Baer Lake, Ceaer City,  and other places outside local county etc.

Each group will give a 5 minute presentation on what they found to be important etc

Rubric: covered in presentation: Founding or discovery, how did it get its name etc., where is it located, what is the main industry with the county or benefits of the parks or land forms, and any other interesting facts they found out about their topic.

Go through the counties, cities, landmarks etc.

Assessment: Give students a blank  with lines for cities national parks and bodies of water, then correct  (participation points). In Journal have students report how well or not well they did at knowing their state.

Utah Studies Geography Unit Plan

Utah Studies

Geography of Utah Unit Plan

The Big Questions:

Why did Utah Settlers settle were they in the mountain valleys? And how does Utah’s land affect the way we live?

Rational: All People need to have the ability to read and understand maps, as well as understanding conservation and our natural resources.

Lesson Name	State Standard	Brief Description	Primary Objectives	Secondary Objectives	Assessment
Utah on the Map (2 p)	I; 1: a b c	Groups of 3 will give a 5 minute presentation on what they found to be important from packets on cities or landmarks of Utah. Go through the counties, cities, landmarks etc.	Students will be acquainted with were Utah cities and landmarks are located regionally	Students will be able to read a map, learn the Counties of Utah	Presentation Map & County Quiz
Settling Utah (1 p)	I;1: c 4: a b c	Look at growth in the cities and Counties in Utah, discussion on major building projects and the people that live in the counties and how it has changed their way of life, tell stories about settlement of Utah with Eastern city people moving to Southern Utah and Northern Utah etc.	Students will be able to identify the counties of Utah, with their counties’ seats	Students will understand how people change landscape and how landscapes change people	County Quiz
The Wide Range of Utah’s  Climate (1p)	I; 2: a c d e	Watch Our Interior sea The GSL. Students will learn about Deserts and Mts and what lives there what the range of temp is and precipitation	Students will understand how elevation and latitude effect the Utah Climate		Next days starter question
Forming the Landscape of Utah (1p)	I; 2:b f	Geology! Basin and Range Formation, Earthquakes, erosion and the Colorado Plato	Students will be able to explain the formation of major landforms of Utah	Students will understand how land formations effect Utah’s environment	Test Question
Utah’s Natural recourses (1p)	I; 3: a b c d	If possible have a representative from the BLM come and present to the class, if not explain the difference between renewable resources and nonrenewable and of course WATER!!!	Students will learn the importance of Utah’s Natural Resources and understand the need for conservation		Exit slips: 3 things you fill was most important form the speaker?
Settling the Great Basin (2-3p)	I;1:c, 2:b, 3, 4:b c	Play a version of Settlers of Catan with variation w/ water as the key factor and canals as the tool to transport water to arid regions of the map.	Students should understand the importance of Utah’s natural recourses and understanding of why Utah Settlers settled were they did	students will understand the importance Utah’s recourses play in the American West	Participation in the Game and Debriefing essay
Review and Test (2p)		Give Study Guide or review sheet and have one period for Review game	Be prepared for the test and testing environment	Have extra credit w/s for those that finish early	Multiple Choice, Matching, & short answer

Total days to complete Unit approximately 10-12 Periods