Nevada & the West/Online Digital Libraries

During the second session of this module, we completed several activities. The worksheet that guided this set of activities is available here.Cookie Geography: Using blue frosting, draw the river systems from the state on a cookie.Recommended cookie recipe: 3 c flour, 1 c powdered sugar, 1T vanilla, 1.5 c butter; Place batter in bar pan about 3/4" thick; Bake 20 minutes at 325°F.To prepare the cookie shape, cut the shape before and immediately after baking.Recommended frosting recipe: 3 c Crisco, 2 lbs. powdered sugar, 2 T meringue powder, 2 T clear vanilla extract, 2 t clear butter extract, pinch of salt, ~4 T water (add slowly until desired consistency), gel food coloring (if using water-based food coloring, add before water to ensure proper consistency).Timeline Matching: Match the year with the event from Nevada history.Playground Map Race (Nevada grid map/USA grid map): Time students as they write all the county and county seat names on a map of the state. Draw the Seal: Students draw the Seal of the State of Nevada from memory.Draw the Flag: Students draw the state flag from memory.State Symbols: List all state symbols from memory.County Puzzler: Place all counties in their respective locations when they are delivered in the form of a puzzle.County Word Search: Race to complete a word search listing all county names, without receiving a list of the county names.Sing the State SongNevada Towns on-the-Walls: Use posters and clues to learn Nevada town names.Nevada Research Report and Presentation (HTML version/DOC version): This project was developed by fourth grade teachers at Heckethorn Elementary with special thanks to Mr. Colin Haas. The materials include the assignment expectations, a grading rubric, project topic suggestions, and detailed guidelines for students).Draw a Nevada Map (HTML version/DOC version): This project was developed by Mr. Colin Haas and includes all requirements students, working in groups, must complete.In addition, I recommend these lesson plans:Birdseed MiningCookie Mining Example student projects from Mr. Colin Haas' fourth grade students (included as part of their Nevada Research Report and Presentation assignments). Mormon Fort Hoover Dam

You may find some of these resources of particular interest:The First 100 Persons Who Shaped Southern Nevada: This site includes biographies of 100 of the most influential people in the history of Southern Nevada.Online Nevada Encyclopedia: A collection on encyclopedic entries relating to Nevada history along with collections of digitized artifacts.Southern Nevada: The Boomtown Years: This is the portal for the University of Nevada, Las Vegas' digitized collection of resources relating to the Southern Nevada boomtown era (1880s-1920). It includes a collection of teacher resources including primary source-based lesson plans for all grade levels.For a particular interest in the Donner Party, review these resources:The Emigrants Guide to Oregon & California by Lansford HastingsDiary of Patrick BreenInteractive MapOrdeal by Hunger: The Story of the Donner Party by George StewartThe Donner Party, a PBS Video by Ric BurnsThe Donner Party Chronicles: A Day-by-Day Account of a Doomed Wagon Train, 1846-47 by Frank Mullen, Jr.Statistics and Maps (Source Unknown; please advise if you can identify the source)

Click here for the full expectations and grading rubric for the primary source kit assignment.Click here for exemplary examples from previous submitted entries (under the "View" menu, choose "List."Overview: This assignment requires you develop three primary source kits, each addressing a different theme, region, person, event, or era from Nevada history. You may not use the same topics used in the book reviews prepared for this module. Each kit must explicitly align with intermediate-level Nevada Curricular Standards and must include cross-curricular learner objectives. Each of the three kits will include at least five primary source links, a detailed, research-based historical overview, and a related lesson plan. Each lesson should: a.) last approximately 1-3 instructional hours; b.) include at least three teaching objectives; c.) use varied instructional strategies with the intent of reaching all learners; d.) be engaging and collaborative; and, e.) provide students with opportunities to engage in historical inquiry while interacting directly with primary source artifacts. Feel free to communicate with your colleagues as you brainstorm ideas, share resources, and edit each others’ works, but resulting kits must be entirely your own.For each of the three primary source kits, you must include the following:At least five linked primary source artifacts collected from a reputable digital collection;A detailed description of the topic for the kit that is thorough and relevant while being of substantive quality to provide teachers with adequate background information needed to teach and supplement the lesson; and,A standards-based detailed lesson plan using a pre-designed format, vocabulary words, and recommendations for differentiating instruction.Use the following examples to guide your kit preparation:Historical Content Descriptions (see “Overview”)Primary Source SetsInquiry QuestionsStandards-Basis: Nevada Standards and ExampleLesson Format Lesson Activity IdeasThe information you will need to include in each kit appears below:Page 1: Demographic Information, Primary Source Kit Overview; Primary SourcesLast nameFirst namePreferred email addressDecision to share name and email addressA title for the primary source kitPrimary category for this kitTitles and URLs for at least 5 primary sourcesPage 2: Historical Context DescriptionHistorical contextPage 3: Lesson PlanLesson titleLesson overviewApplicable grade levelsLesson objectivesNeeded materialsRelevant vocabulary wordsPage 4: Lesson Plan, continuedSponge activityAnticipatory setContent deliveryActivityStudent assessmentClosureAdditional commentsPage 5: Applicable Intermediate-Level StandardsNevada State Social Studies Standards, Grade 4Nevada State English/Language Arts Standards, Grade 5Nevada State Mathematics Standards, Grade 5Nevada State Science Standards, Grades 3-5Nevada State Physical Education Standards, Grade 5Nevada State Health Standards, Grade 3-5Nevada State Art Standards, Grade 5Nevada State Music Standards, Grade 5Nevada State Theater Standards, Grade 5Nevada State Computer and Technology Standards, Grade 5Nevada State Foreign Language Standards, Grade 5After compiling each kit, click here to upload your kit to the module database. [To see a sample of each of the five input screens, click on these pages individually: page 1, page 2, page 3, page 4, page 5. These pages are NOT live and will NOT save your data! You must use the official link (here) submit your data!]You will need to upload each kit separately. Be sure to keep a copy of your work in a word processed document as a back-up of your submitted kits.

Some schools implement an annual Nevada Citizenship Awards Ceremony. Though all students in all fourth grade classes must master certain content (that which appears in the State Curricular Standards), some students achieve the award by successfully memorizing and completing the following:Place all county names and county seats correctly on a map of Nevada;Recite the names of all Nevada governors in order of office;List all Nevada state symbols;Sing the Nevada state song;List the tribes of Native Peoples from Nevada's history and accurately place the territory of each on a map of the state;Recite the preamble to the Nevada State Constitution; and,Draw all major physical features on a map of the state.The planner students receive at Heckethorn Elementary School lists the requirements for both the Nevada Citizenship and Great American Awards. See a sample below.Nevada Citizenship Award ExpectationsGreat American Award ExpectationsAt an end-of-year ceremony, students and their families celebrate their accomplishments.Example of invitation for an awards ceremonyExample of an awards ceremony programExample of an awards certificate*Note: All files are in Word format for easy modification.**Special thanks to Mr. Colin Haas and Mrs. Pearl Nagoshi for sharing this idea and their materials.

Click here to view class slides for Session I.Click here to download class slides for Session II.

To guide students through the process of analyzing primary sources, consider using primary source analysis sheets. For a thorough list of analysis sheets separated by media type, visit the University of Northern Colorado's Colorado Rural Partnership Analysis Tools. Additional primary source analysis sheets from the National Archives and Library of Congress assist in working with: Written documentsGeneral ArtifactsPhotosMapsCartoonsLife HistoriesIn addition, some instructional methods are particularly amenable to working with primary source documents. Examples include use of inquiry, primary source sets, scavenger hunts, found poems, life-in-a-box activities, gallery walks, sort it out activities, reading maps in sections, and zooming-in to pictures. Inquiry Questions Instructional Strategy Defined: Students answer higher-level thinking questions requiring they engage in artifact analysis. The goal of historical inquiry is to have students work with primary sources to think historically — doing what historians do. Primary Source Sets Instructional Strategy Defined: Primary source sets are collections of primary source artifacts that, when presented as a group, enable students to engage in historical inquiry. Scavenger Hunts Instructional Strategy Described: Ask students to engage in a scavenger hunt where they simply seek the types of resources available in the collection(s). This activity may require independent searching, or scaffolded, linear searches with a particular end-goal. Found Poems Instructional Strategy Described: Have students work with a single teacher-selected primary source document. Students review the document highlighting words that are important to them. They then cut out twenty of those words (of their choosing) that are the most meaningful for them. They then make a poem by arranging these words into their own creation. Life in a Box Instructional Strategy Described: Create a packet of six artifacts (with the artifacts scaffolded leading from more to less obscure), numbering each from one to six. Pass around each artifact one time at a time. Have students try to determine the name of the person in the box in the least number of artifacts. Gallery Walks Instructional Strategy Described: Find a collection of relevant primary sources including pictures, maps, and other documents. Separate students into groups and provide each group with a different inquiry question. Have students move from source to source collecting data relating to their question. Upon completing the browsing process, each group should work independently to analyze findings and prepare a response to their question. After completing the responses, allow each group to read their inquiry question and response. After all groups complete their presentations, have students discuss whether they might dispute some of the conclusions based on data uncovered by either their group or another group. Sort It Out Instructional Strategy Described: Provide approximately ten artifacts and have students start with a question (e.g., “How have resources and materials changed the way we live and travel?”). Using that question, have students separate the artifacts into categories. Students must determine category names while fitting each artifact into their self-selected categories. Map Sections Instructional Strategy Described: Download several maps and print them out on large paper. Cut the maps into several sections and provide small groups with one section each of the map and a map analysis sheet. Hide map sections with essential information (e.g., title, date). Have students analyze their map section and then have groups find other groups who have sections from the same map. Combined groups should then work together to continue their analysis (identifying more than they were able to identify in their smaller groups). Upon exhausting information accessible in the joint groups, have groups find the remaining part of their maps in the hidden location (e.g., outside of the classroom) and do final observations using the entire map. Zoom-In Instructional Strategy Described: Choose one primary source picture and slowly reveal different parts of the picture asking students what they can deduce during each "reveal." Encourage lower-level questioning at the beginning and more evaluative questions upon showing the entire picture. You may begin with an overarching inquiry question they will consider throughout the process._____________________Useful places for finding primary sources about Nevada:Southern Nevada: The Boomtown Years: Good for mining and early Southern Nevada community resourcesOnline Nevada Encyclopedia: Provides a broad range of topical information about the history and culture of the State of Nevada (including Native Peoples)Library of Congress—American Memory Collection: This site includes a wealth of resources throughout the history of the United States and pre-national era. There is some information on Nevada, but it is limited.

Click here for a copy of the syllabus.Upon completion of the module, third through fifth grade teachers will have the ability to competently plan and deliver historically accurate, standards-based instruction that relies heavily on historical inquiry and primary sources. With a focus on teaching the history of Nevada, teachers will use technology skills to access and record self-created instructional plans.

Lecture: Michael S. Green, Ph.D. — "Civil Rights in Las Vegas"

Click here to access Dr. Michael Green's lecture titled "Nevada during the American Revolution."

"Women in Nevada and California Mining Camps"—A lecture by DeAnna Beachley, Ph.D.