1. Teaching About Colorado: Applying Content in Our Classrooms

2. Studying History
“History is not tidy. It contains conflicting narratives. Not all of the answers are known. Understanding requires active thinking. This is the brand of history that students want to inquire about, discover, and make their own.”
“History: Uncovering the Past Through Inquiry,” Kathleen Anderson Steeves.

3. Learning Cycle Before Learning
Introduction to the week/ hook with the intro
Have an activity that engages students and piques their interest or use an anticipation guide/KWL
During Learning/Building Background Knowledge
Background knowledge lectures and skills sessions
Cementing Knowledge
Application in the classroom and relating to their own life
Bio poems, rafts, technology activities (Glogster or Animoto as one example )

4. Big Ideas:
What do you want students to know, be able to do, and understand?
Colorado State Standards Printouts
How much of this can we cover in our limited time and with limited resources?
Teacher Delivery vs Student Inquiry
Best practice shows that inquiry leads to lasting understandings and applications in the classroom and outside of the classroom.
How to we ensure that students have grasped key concepts?

5. Group Activity Instructions:
Using the primary sources given to you, arrange yourself in groups according to a theme or topic of study.
How did you come to a conclusion about your group/putting yourselves together?
How would you complete this with students at your teaching level?
What are other ways could you use these primary sources as an introduction or conclusion activity in the classroom?

6. Chipeta “Quray’s Squaw” or “Queen of Utes”

7. Competing Interpretations
hipeta.htm

8. Foldable Activity Select a primary source
Women in an apothecary on 21st and Larimer Street, 1891
Fold the primary source to illuminate what you feel is most important to look at in the source itself
Tape the source up on the wall
Large group debrief

9. Building Knowledge
What did you find most surprising about this primary source?
How did you change the nature of the primary source by folding it?
What other questions does this bring to life about Denver during this time period?

10. Philosophical Considerations
The Nature of Bias
Values
The Nature of History
Two steps:
Selection of events
Significance
What is critical thinking anyway?
Multiple perspectives
Understanding does not mean agreement

11. Building Knowledge Phases
Empathetic Writing Formats
Poetic response templates
Where I Come From
I Am Poem
Bio poem
RAFT - Role, Audience, Format, Topic

12. Cementing Knowledge Technology Applications: http://psi21.pbworks.com
Glogster
Preserve-America/
london-reporter/
application-tps-national-program/
Animoto

13. Ideas for assessing knowledge
Create a FACEBOOK or MY Space profile
Twitter your character for a week
Make a calendar for a week in the life of your character
Fill in the personality head for a biographical figure
Design a Monument or a Stamp
Write a Eulogy or Epitaph
Venn Diagram

14. Resources for Educators
Denver Photos West Collection: Molly Brown Wiki: Psi21wiki: Glogster Tips and Tricks:

15. Strategies for Learning in the Classroom
Before Learning :
Primary Source Activity : Foldable
Chipeta Activity
Building Background
Empathetic Writing : I Am Poem , Bio Poem
Cementing Knowledge :
RAFT
Technology Components
Mojo

16. Keeping the Mojo Alive Evaluation Mojo Colorado
TPS Listserve: Sign Up Sheet
Contact us for more questions and resources!