Unit Overview: How did growth in Colorado in the 1800s impact the people, politics, and environment?

In this unit, students will analyze the significant changes that occurred in Colorado during the mid-to-late 1800s. They will explore the causes behind the growth experienced in the state during this period, including the Homestead Act, farming and ranching opportunities, the expansion of the railroad, the silver boom, and gaining statehood. Through studying these events, students will understand the cause-and-effect relationship between these events or eras and the development of Colorado. Students will understand how decisions made by the state government impact local governments and interact with the federal government and Indigenous nations by specifically examining the Sand Creek Massacre.  Students will also analyze the transition from a territory to a state and the political implications of this change.

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• Identify cause-and-effect relationships using primary sources to understand the history of Colorado's development. (1.1.b)

• Identify and describe how major political and cultural groups have affected the development of the region. Including but not limited to: African American, Latino, Asian American, Indigenous Peoples, religious groups, and European settlers.  (1.1.d)

• Explain the relationship between major events in Colorado history and events in United States history during the same era. Including but not limited to: Colorado statehood, the Ludlow and Sand Creek Massacres, creation of national parks in Colorado, the Great Depression, the Dust Bowl, Amaché, Chicano movement, and busing in Denver.  (1.2.b)

• Describe the impact of various technological developments. For example: changes in mining technologies, agricultural technology (center pivot irrigation), transportation, early 20th-century industrial developments, and mid- to late 20th-century nuclear, and computer technologies. (1.2.d)

• Illustrate, using geographic tools, how places in Colorado have changed and developed over time due to human activity. (2.1.d)

• Describe how places in Colorado are connected by movement of goods, services, and technology. (2.2.d)

• Give examples of the kinds of goods and services produced in Colorado in different historical periods and their connection to economic incentives. (3.1.c)

• Explain how productive resources (natural, human, and capital) have influenced the types of goods produced and services provided in Colorado. (3.1.d)

• Explain the historical foundation and events that led to the Colorado Constitution and the formation of the three branches of Colorado government. (4.2.a)

• Describe how the decisions of the state government affect local governments and interact with the federal government and sovereign indigenous nations. (4.2.d)

Possible Assessments:

• Chapter 5 from Colorado Story

  • Chapter Assessment

  • Writing Activities

  • DBQ Item Set

  • Lessons 1-3 Review

Instructional Resources & Notes:

• Chapter 5 from Colorado Story lessons 1-3

• Go the the Source Activity from Colorado Story

• Lesson Suggestions from Colorado Story