Unit 6: Colorado in the 20th Century
Embedded Files
Colorado Story Chapter: 6
ReadyGen Alignment: Module 3B
Skill Alignment: Cause and effect of global events to Colorado
Unit Overview: How did the events in the 1900s cause change in Colorado?
In this unit, students will analyze how major events in the 1900s have influenced present-day Colorado. They will explore significant historical events that shaped the state, including the development of labor unions, World War I, Prohibition, the Dust Bowl, the Great Depression, World War II, and the implications of the Japanese internment camp, Amache. Students will examine these events and their impacts on Colorado, considering their social, cultural, political, and economic implications. Additionally, students will identify and describe the contributions and influences of major political and cultural groups in Colorado's development. They will also analyze the interconnectedness between major events in Colorado history and events in United States history, fostering a broader understanding of the historical context and significance of these events. This unit will promote historical thinking skills, empathy, and an appreciation for the diverse perspectives that have shaped Colorado's history.
Prepared Graduates:
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through analysis of individual choice, market interaction, and public policy.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation(s):
History, 2. Geography, 3. Economics, 4. Civics
Analyze primary and secondary sources from multiple points of view to develop and understanding of the history of Colorado (1.1)
Describe the historical eras, individuals, groups, ideas, and themes in Colorado history and their relationship to key events in the United States within the same historical period. (1.2)
Use geographic tools to research and answer questions about Colorado’s geography. (2.1)
Examine the relationship between the physical environment and its effect on human activity. (2.2)
Explain how people respond to positive and negative incentives. (3.1)
Describe the origins, structures, and functions of the Colorado government. (4.2)
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)
Answer questions about Colorado regions using maps and other geographic tools. (2.1.a)
Describe how the physical environment provides opportunities for and places constraints on human activities. (2.2.a)
Explain how productive resources (natural, human, and capital) have influenced the types of goods produced and services provided in Colorado. (3.1.d)
Describe how a citizen might engage in state government to demonstrate their rights or initiate change. (4.2.e)
Colorado Essential and Nature of Skills
Identify and explain the perspectives of the various groups important in Colorado history when exploring the development of the state. For example: African American, Latino, Asian American, Indigenous Peoples, LGBTQ, religious groups, working class, and labor unions (Global and Cultural Awareness).
Recognize and describe cause-and-effect relationships in the history of Colorado (Critical Thinking and Analysis).
Historical thinkers seek accounts of history from multiple perspectives and from multiple sources.
Historical thinkers analyze patterns and themes throughout time.
Historical thinkers use primary sources as references for research.
Geographic thinkers explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas.
Geographic thinkers explain how human settlements and movements relate to the locations and use of various natural resources.
Civic-minded individuals understand the importance of the processes and rules by which groups of people make decisions, govern themselves, and address public problems.
Inquiry Questions
In what ways have geographic, economic, cultural, and technological changes influenced Colorado today?
To what extent have unity, diversity, and discord shaped Colorado?
How have natural, human, and capital resources had both positive and negative impacts on the development of Colorado?
How does human activity effect the environment?
To what extent were various individuals and organizations in the state important in the development of Colorado's government?
Disciplinary, Informational, and Media Literacies
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
Articulate the most effective options to access information needed for a specific purpose.
Find information using technology.
Academic Vocabulary and Key Expectations
labor union, Prohibition, ration, reformer, strike, depression, drought, Dust Bowl, internment, unemployment, civil rights, protest, segregation, suburb, veteran
Possible Assessments:
Chapter 6 from Colorado Story
Chapter Assessment
Writing Activities
DBQ Item Set
Lessons 1-3 Review
Instructional Resources & Notes:
Chapter 6 from Colorado Story lessons 1-3
Go the the Source Activity from Colorado Story
Lesson Suggestions from Colorado Story
Supplemental Resources
Modern History of Colorado: Inquiry Kit Link
Water for the West's First People: Water Education Colorado
Big Thompson Water Project: Video
History Colorado’s Online Exhibits:
African American Inventors and Trailblazers: Lessons
Fannie Mae Duncan and the Cotton Club: Video and Lesson plan from PBS
Fort St. Vrain Nuclear Generator in Pictures
Western Water Power: Video
What does a US Citizen Look Like: Japanese Incarceration Primary Sources and lesson plans
Colorado Experiences: PBS Videos on Colorado
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