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

Lesson For Change

 This lesson can be adapted to fit multiple lessons on diversity and the history of any state or nation.

Subject: 8^th & 11^th Grade U.S. History

Lesson and Unit: 1903 Immigration Forum: The Progressive Era 1900-1917

Objectives:

• Help students to understand the immigration issues in the early part of the 20^th century.
• Give students a sense of safety and of respect within the classroom, and then  compare some of these issues with immigration today

State Standards
Idaho: US2 1.2 / 1.4 / 4.3
Utah: US2 3.1 / 5.2
  

Materials needed:

• Five newspaper covers from five big cities in the 1903 dealing with immigration - five copies of each
• Magnifying glass for each student
• Overhead or power point of the Immigration Act of 1917
• Markers/ chalk for the white/chalk board

Lesson:

            Before beginning remind the class of the first rule of the classroom: respect. Tell them that we will be discussing a matter that is in the news today, but we must be respectful of other people’s opinions. Remind them that we all came from immigrant families, either now or in the distant past.

            Divide the class into five groups of four or five and have them read newspapers from the early 20^th Century (pre-printed from The Library of Congress :National Endowment for the Humanities http://chroniclingamerica.loc.gov/search/pages/) from large cities on the east and west coasts where immigration issues were their highest. Have each group member take notes so that they can present a one minute overview of their article (10-15minutes)

            Have the groups separate into five new groups with one group member from the five articles. This way there are members representing each of the old groups. Prompt each group to share a one minute overview of the articles that they had read, after which the groups are to discuss the similarities among the articles and identify at least ten issues that were related to immigration in the early 20^th Century. (15 minutes).

            Bring the class back together and have a group discussion, by first listing several of the issues that they had found from their small groups. Have the students expound on the list and bring up issues that appear in the news today. Bring in newspapers with headlines on immigration today. Pose these questions as discussion: are there solutions? What could be done to help immigrants transition into life in the USA?  (This discussion could go on for 10 or 15minutes depending on the class.)

            Have each student write a reflection in their History Journals on the following prompt: “Put yourself in the shoes of an immigrant in the early 20^th Century in a large city from one of the articles you read. How would reading those newspapers make you feel about the city you are living in?” (5-10 minutes).

            Once they have all finished with their journals ask what they know about what happened with immigration during the Progressive era and the early 20^th Century. If there is no comment have them open the book to the chapter on the early 20^th Century and immigration. Pose the question again and point out certain paragraphs on the subject. End with the Immigration Act of 1917, reading the first section on the overhead together. Discuss how this limited the amount of immigrants and stopped certain immigrants from entering the country for several reasons. List some of these reasons as a class from the Immigration Act of 1917.

            Before the bell rings ask the students if they know what was going on in Europe in 1917 which may have contributed to the influx of immigration. WWI and Pogrom in Russia (Discrimination against Jews such as Fiddler on the Roof).

Lesson Analysis:

            This lesson covers a wide variety of Multi-Cultural topics that are applicable to diverse teaching. The lesson is tailored to a wide variety of learners by including group work, large group discussion, visual aides such as overheads and written lists, and journal writing for those that do not feel inclined to speak out. This lesson also builds a supportive teacher-student and student-student relationship by giving the students the opportunity to learn and teach each other using some of the materials provided.

            At the beginning of this lesson, before the group discussion, I refresh the students’ memories on the first rule of the classroom: respect. This is appropriate for the possibly of prejudice stereotyping of immigrants in the 20^th century and today, and there may be classmates that are immigrants or come from immigrant families that must be considered. My lesson also fosters cross group communication by mixing up the classroom twice and creating a topic of discussion.

            Within my lesson are several newspapers that have articles that express a dislike for new immigrants from Eastern Europe and show how the power and privilege that Americans had over these new immigrants and how it can be related to today’s immigration issues. The curriculum is most definitely relevant to mainstream and non-mainstream students by discussing an issue that has been debated for decades and applies to all groups in the USA whether they are new immigrants or have immigrants in their heritage.

            By having each group read articles written by the established citizens of the different cities they can see their opinion of the new immigrants and yet they know that many of these people were their grandparents. To be treated the way that they were was a true injustice, and yet today there are some of the same injustices being committed against immigrants. The goal is to make a new way to think about the issue of immigration. My lesson also encourages students to analyzing what they read in newspapers and the oppression that came during the early 20^th century.

            All of these multicultural objectives are crucial to my lesson without them we would probably read the book and watch a documentary of immigration in the early 20^th century.

WWII Lesson V

Lesson 5

1.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -       The decisions leading up to the development and dropping of the Nuclear bomb -       The pros and cons of dropping the nuclear bomb	Students will be able to . . . -       Formulate a lists of pros and cons and create an opinion though facts that they have found.
What are possible “Good to Know” topics? Manhattan project Hiroshima and Nagasaki	What are possible “Good to Do” topics? Write a letter to the stating your opinion for or against the dropping of the 2nd bomb.
2.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Group Worksheet- 1. What would the cost be for invading Japan?  What would it take to win the war? 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. 4. What can you see happening as result of the nuclear bomb in the United States? -In small groups the students will make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.	Evidence of Proficiency Students will create their lists/plan of implementation and be able to defend them in the class debate.
Types of Summative Assessments In the end why did Truman decide to drop the atomic bombs on Japan? a) Japan threatened to attack mainland US. b) Japan was becoming too powerful in Southeast Asia c) To save millions of Allied lives, end the war quickly. d) To show the world that the United States had power. -The letter home- this assessment is tied to the letter home in the Lesson Plan 2.	Evidence of Proficiency 80% of the students will answer correctly.

3.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Lecture: with Group Worksheet Truman’s Dilemma: ending the War with Japan 1. What would the cost be for invading Japan?  What would it take to win the war? Manhattan Project (pros and cons lists) 2. What was the Manhattan Project and what were the pros and cons to Nuclear experiments? Dropping the bomb on Hiroshima and Nagasaki (letters from survivors http://www.inicom.com/hibakusha/ ) 3. As you read the interview of the bomb survivor write how this makes you feel about the bombing. Balance of Power and the United States 4. What can you see happening as result of the nuclear bomb in the United States? Next we will split the class into small groups and have them make a list of 3 ways a nation could protect their interests without war and conflict. They are to choose one of these ideas and create a plan of how the US could use this now with the war in Iraq. Next, the students will have to defend their views in front of the class (as if they were defending them in front of the general defense department). The other students will play the devil’s advocates and try to understand how this plan would really work.

4.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Read in Textbook about the bombing of Nagasaki and Hiroshima.

5.            How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have the Students research the effects of Radiation poisoning or the effects advances in technology as a result of nuclear development.

WWII Lesson IV

Lesson 4

1.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . -Racism in the military	Students will be able to . . . Compare and Contrast the racism that the Japanese vs. the African Americans felt in WWII
What are possible “Good to Know” topics? -The effect of the war on military	What are possible “Good to Do” topics? Compare the treatment of white soldiers to African American Soldiers
2.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -In groups of 3 have the students work through the DBQ “Minorities During WWII”.  Write summaries of each Primary Source.	Evidence of Proficiency 4-Uses 6 documents in essay, addresses all parts of the question, shows comparison, grammatically correct. 3- Uses 4 documents, addresses all parts of the question, a fair comparison is made, few grammatical errors 2-Uses 2 documents, addresses most parts of the question, fair comparison is made, few grammatical errors 1- Uses 1 document, addresses few parts of the question, no comparison is made, many grammatical errors.
Types of Summative Assessments Why is it said the African and Japanese Americans were fighting a “two-front battle” during WWII? a) They were secretly supporters of their motherlands and were asked to fight against them. b) They were fighting with the United States and were battling the prejudice they received from other Americans. c) They were asked to fight both in Europe, in the east, and in Japan, in the west. d) They were not allowed to be in the US Army and felt like they couldn’t support the war at all. Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared in common. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

3.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Split the class into groups of 3; give assignments to each student, chair/reader, reader, and scribe. Have them read and analyze the primary sources of the “Minorities in the War: DBQ”. Each group is to summarize in one paragraph for each document. Then, each group is to write a response to the DBQ.

4.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Give the students summaries of the documents if they are not able to summarize them as a group.

5.            How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” -Look forward or back in History from WWII to describe another time that racism was a problem in the US.

WWII Lesson III

Lesson 3

1.    What is it we want all students to learn—by grade level, by course, and by unit of instruction?
Establish Essential Standards (Bulleted list of measureable outcomes)
Students will understand . . . Effect of the war on civilians -Japanese Internment Camps -Women’s role in the war	Students will be able to . . . -create a political cartoon and understand the importance of them
What are possible “Good to Know” topics? -Zoot Suit Riots -Rosie the Riveter	What are possible “Good to Do” topics? -Expand on social movements in the US during this time; ie. African Migration
2.   How will we know when each student has learned—that is, has acquired the knowledge, skills, and dispositions deemed essential?
Types of Formative Assessment -Create a political cartoon about the Japanese Americans in the US. Make sure that you do not create anything that may be offensive to someone else.	Evidence of Proficiency -Political cartoon Rubric Content reflects aspects of Japanese Internment 0-5pt. Cartoon is NOT offensive 0-2 pt. Cartoon is Funny or thought provoking 0-2 pt. Artistic 0-1pt. Total points 10
Types of Summative Assessments What did Rosie the Riveter represent in WWII? a) The progression of women’s rights b) Women having to join the workforce c) The strength of women in society d) Propaganda for women’s clothing Create a Venn Diagram comparing Japanese Americans and African Americans, list at least 3 things that happened to each separately and 3 things that both groups shared. Then Using the information that you have written, write a short paragraph explaining why you chose those answers.	Evidence of Proficiency 80% of the students will answer correctly. Rubric 4- All three parts of the Diagram are complete and accurate with 3 answers each, with explanations. 3- All three parts of the Diagram are started but incomplete, 2 answers, however accurate, with explanations 2- The student was unable to find similarities with the two minorities, fair explanation 1- The information given is inaccurate, with few similarities, poor explanation

3.            What are the best ways to teach what all students need to know and be able to do?

Learning Activities for All Students Show ads for women before the war and compare them to women’s ads after the war started. After showing  ads from before 1941: -          Have students write down the attributes or characteristics you see in the person portrayed in the advertisement. -          What do these characteristics say about the media’s portrayal of women? Post 1942 (Rosie the Riveter) -          What attributes or characteristics do the students see now? -          What do these characteristics say about the media’s portrayal of women? -          What happened between these two ads to cause such a drastic change in the qortral of women? -          Why would the Media want to use these kinds of ads? -          Did they work? Facts of women before and after the war: -          Before 12Million women  (1/4 of workforce) were already working -          During 18 Million women (1/3 of workforce) Other questions – Before the war was occupations did women generally hold? – During the war what new occupations were made available to women?  Documentary about the Japanese Internment Camps, have students write 5 facts they learned from the video. News real clip: http://www.youtube.com/watch?v=WiOSUN4EgVQ Children of the Camps (PBS 1999) Or Topaz (1991)

4.            How will we respond when students experience initial difficulty in their learning?

Outline for Activities for Students Who Did Not Understand or Who Partially Understand Possible stem: “If you did not understand this concept, I would suggest that you…” Have students that are wearing red (orange blue whatever) Leave their desks and all of their stuff behind at their desks, to sit at a small table at the back of the classroom. Pass out a quiz on yesterdays lesson give the back table dull pencils and let the students at their desks use their notes. Afterwards discuss the outrage and prodigious of the quiz and compare it to Internment.

5.            How will we enrich and extend the learning for students who are already proficient?

Activities for Enrichments and Extensions Possible stem: “If you are ready for a challenge, I would suggest that you…” Have Students write a book report on a biography on someone that was in or involved with Internment: The Emperor was Devine, The Price of Prejudice, Topaz Moon: Art of the Internment, Drawing the Line, Legends from Camp, Only What We Could Carry, The Chauvinist and other stories, Unfinished Message: Selected Works of Toshio Mori, Yokohama, California, Citizen 13660, I Call to Remembrance: Toyo Suyemoto's Years of Internment, Jewel of the Desert: Japanese American Internment at Topaz, The Children of Topaz, Journey to Topaz,  Desert Exile