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Learning Experience # 5

The teacher may use primary and secondary sources as the bases for students to explore through improvisational games (e.g., improvisational interviews) multiple perspectives on the gold rush (miners and their families).

Generalization Connection(s):

Observations of historical events can inform non-stereotypical improvisation enhancing the understanding of multiple perspectives for character representations

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Interesting, dramatic compositions employ a range of emotions in order to accurately portray a spectrum of perspectives


Teacher Resources:

http://history.fcgov.com/archive/contexts/colorado.php (Colorado gold rush history- events and conflicts)

http://www.nps.gov/sand/parknews/the-gold-rush-and-the-plains-of-colorado.htm (Colorado gold rush and implications for plains tribes)

http://www.miningartifacts.org/Colorado-Mines.html (Images and timelines of the rush)

http://www.explore-old-west-colorado.com/colorado-gold-rush.html (Gold rush overview)

http://www.miningbureau.com/ (General Colorado mining overview)

http://www.kancoll.org/khq/1956/56_4_lindsey.htm (Journal of a Pikes Peak gold seeker)

http://www.colorado.com/articles/colorado-mine-tours-gold-rush-towns (Information on Colorado gold rush towns)

The Contested Plains: Indians, gold seekers, and the rush to Colorado by Elliott West

http://mrsbuffington.weebly.com/pikes-peak-gold-rush.html (Pikes Peak gold seekers)

http://en.wikipedia.org/wiki/Gold_mining_in_Colorado (Good source for Colorado miner figures)

http://plays.about.com/od/improvgames/a/Improv-Interview-Games.htm (Improvisational interview ideas)

http://tps-1stgrade.wikispaces.com/file/view/Conflict+Improv+Workshop+Lesson+Plan.pdf (Lesson for 1st grade on conflict improvisations)


Student Resources:

Downey, M. & Metcalf, F. (1999). Colorado: Crossroads of the west. Boulder: Pruett Publishing Company.

Dutton, D. & Humphries, C. (1999). A Rendezvous with Colorado History. Boise: Sterling Ties Publications.

Perry, P. (2005). A Kids Look at Colorado. Golden, CO: Fulcrum Publishing.

Downey, M. & Bliss, T (2008). Discover Colorado: Its people, places, and times. Boulder: University Press of Colorado.

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)




Assessment:

Students will continue reflective journals on the experience of the news play, with this iteration focusing on the improvisational games. Possible prompts: What did I do, or what could I have done better, to convey the perspective I was asked to present in today’s improvisation? What did other performers do well that helped convey the perspective(s) they were given in the improvisation? What words and/or facial expressions worked (or could have worked) to better convey a perspective or emotion?

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

https://www.teachervision.com/graphic-organizers/printable/48390.html (Basic double entry journal template)

Students may create a double entry journal, reacting to more explicit/detailed prompts and/or reflecting on quotes from the sources

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.celebrate-american-holidays.com/9-11-Poems.html (Children’s poetry about 9/11)

http://www.scholastic.com/teachers/lesson-plan/collateral_resources/pdf/m/mentors0708kechiawilliams/InferenceGraphicOrganizer.pdf (Inference graphic organizer)



Student may create a graphic organizer documenting the ways in which poems and/or songs capture/imply the significance of historical events

Critical Content:

Key Skills:

  • Use documents to inform artistic choices in ensemble situations to create historically accurate scenes or tableaux

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, dramatic compositions, ensemble, improvisation, non-stereotypical improvisation




Learning Experience # 6

The teacher may use primary and secondary sources as the bases for students to explore through improvisational games (e.g., improvisational interviews) multiple perspectives on the gold rush (Native Americans, tribal representatives).

Generalization Connection(s):

Observations of historical events can inform non-stereotypical improvisation enhancing the understanding of multiple perspectives for character representations

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Interesting, dramatic compositions employ a range of emotions in order to accurately portray a spectrum of perspectives


Teacher Resources:

http://history.fcgov.com/archive/contexts/colorado.php (Colorado gold rush history- events and conflicts)

http://www.nps.gov/sand/parknews/the-gold-rush-and-the-plains-of-colorado.htm (Colorado gold rush and implications for plains tribes)

http://www.miningartifacts.org/Colorado-Mines.html (Images and timelines of the rush)

http://www.explore-old-west-colorado.com/colorado-gold-rush.html (Gold rush overview)

http://www.miningbureau.com/ (General Colorado mining overview)

http://www.kancoll.org/khq/1956/56_4_lindsey.htm (Journal of a Pikes Peak gold seeker)

http://www.colorado.com/articles/colorado-mine-tours-gold-rush-towns (Information on Colorado gold rush towns)

The Contested Plains: Indians, gold seekers, and the rush to Colorado by Elliott West \

http://mrsbuffington.weebly.com/pikes-peak-gold-rush.html (Pikes Peak gold seekers)

http://en.wikipedia.org/wiki/Gold_mining_in_Colorado (Good source for Colorado miner figures)

http://plays.about.com/od/improvgames/a/Improv-Interview-Games.htm (Improvisational interview ideas)

http://tps-1stgrade.wikispaces.com/file/view/Conflict+Improv+Workshop+Lesson+Plan.pdf (Lesson for 1st grade on conflict improvisations)


Student Resources:

Downey, M. & Metcalf, F. (1999). Colorado: Crossroads of the west. Boulder: Pruett Publishing Company.

Dutton, D. & Humphries, C. (1999). A Rendezvous with Colorado History. Boise: Sterling Ties Publications.

Perry, P. (2005). A Kids Look at Colorado. Golden, CO: Fulcrum Publishing.

Downey, M. & Bliss, T (2008). Discover Colorado: Its people, places, and times. Boulder: University Press of Colorado.

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)



Assessment:

Students will continue reflective journals on the experience of the news play, with this iteration focusing on the improvisational games. Possible prompts: What did I do, or what could I have done better, to convey the perspective I was asked to present in today’s improvisation? What did other performers do well that helped convey the perspective(s) they were given in the improvisation? What words and/or facial expressions worked (or could have worked) to better convey a perspective or emotion?

Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

https://www.teachervision.com/graphic-organizers/printable/48390.html (Basic double entry journal template)

Students may be create a double entry journal, reacting to more explicit/detailed prompts and/or reflecting on quotes from the sources

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf (Printable template for T charts)

Students may produce a T chart documenting the different perspectives (side-by-side) of the miners, Colorado politicians, tribal representatives, and others


Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Use documents to inform artistic choices in ensemble situations to create historically accurate scenes or tableaux

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, dramatic compositions, ensemble, improvisation, non-stereotypical improvisation




Learning Experience # 7

The teacher may use the sources explored thus far to allow students to discuss and analyze the historical “characters” that best illustrate aspects of the conflict and best represent multiple perspectives (around the discovery and mining of gold in Colorado).

Generalization Connection(s):

Observations of historical events can inform non-stereotypical improvisation enhancing the understanding of multiple perspectives for character representations

Patterns of tension and conflict across cultures communicate essential information about characters through time in order to make personal connections between history and current events

Interesting, dramatic compositions employ a range of emotions in order to accurately portray a spectrum of perspectives


Teacher Resources:

http://history.fcgov.com/archive/contexts/colorado.php (Colorado gold rush history- events and conflicts)

http://www.nps.gov/sand/parknews/the-gold-rush-and-the-plains-of-colorado.htm (Colorado gold rush and implications for plains tribes)

http://www.miningartifacts.org/Colorado-Mines.html (Images and timelines of the rush)

http://www.explore-old-west-colorado.com/colorado-gold-rush.html (Gold rush overview)

http://www.miningbureau.com/ (General Colorado mining overview)

http://www.kancoll.org/khq/1956/56_4_lindsey.htm (Journal of a Pikes Peak gold seeker)

http://www.colorado.com/articles/colorado-mine-tours-gold-rush-towns (Information on Colorado gold rush towns)

The Contested Plains: Indians, gold seekers, and the rush to Colorado by Elliott West

http://mrsbuffington.weebly.com/pikes-peak-gold-rush.html (Pikes Peak gold seekers)

http://en.wikipedia.org/wiki/Gold_mining_in_Colorado (Good source for Colorado miner figures)


Student Resources:

Downey, M. & Metcalf, F. (1999). Colorado: Crossroads of the west. Boulder: Pruett Publishing Company.

Dutton, D. & Humphries, C. (1999). A Rendezvous with Colorado History. Boise: Sterling Ties Publications.

Perry, P. (2005). A Kids Look at Colorado. Golden, CO: Fulcrum Publishing.

Downey, M. & Bliss, T (2008). Discover Colorado: Its people, places, and times. Boulder: University Press of Colorado.

http://www.timetoast.com/timelines/gold-rushes-of-the-1800s (Student-generated timelines of various gold rushes of the late 1800s)

http://hewit.unco.edu/dohist/teachers/essays/miners.htm (Lives of gold miners)



Assessment:

Students will choose two different “characters” representing different perspectives (miners, Colorado politicians, tribal representatives, and others) and document their unique traits http://www.educationoasis.com/curriculum/GO/GO_pdf/character_traits_wordbank.pdf (Excellent character trait graphic organizer with a “character traits word bank”) Students could also complete personality comparison http://michelleleba.wikispaces.com/file/view/Social+Studies+Graphic+Organizers.pdf (Great personality comparison organizer on p. 21)


Differentiation:

(Multiple means for students to access content and multiple modes for student to express understanding.)



Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.educationoasis.com/curriculum/GO/GO_pdf/character_traits_wordbank.pdf (Excellent character trait graphic organizer with a “character traits word bank”)

Students may complete a character trait organizer with pre-filled-in characters and/or with highlighted “traits” in the word wall/bank

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf (Open-ended program for creating individual timelines)

Students may choose one “character” and research their individual story leading up to and/or following the event



Students may produce a timeline of the significant events in a character’s life

Critical Content:

  • The conflicts and emotion within interesting stories

  • How actors represent historical events accurately

Key Skills:

  • Use documents to inform artistic choices in ensemble situations to create historically accurate scenes or tableaux

  • Write and/or speak expressively in order to communicate a range of emotions resulting from historical conflicts and situations

Critical Language:

Conflict, tension, communicate, emotions, primary sources, secondary sources, portray, perspective, scene, dramatic compositions, ensemble, improvisation, non-stereotypical improvisation, media, news play
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