RSimonPortfolioFA2013_TBGLessonPlansFinal

Teaching with Broken Glass
Ouray Archaeology Unit
REVISED
Text: Rebecca Simon
Photographs: Debra McCarthy

2
Ouray Archaeology Unit
Teaching with Broken Glass is a fourth grade Colorado history curriculum unit using
archaeological data from sites in Ouray County. The unit stresses the Colorado Academic
Standards adopted by the State Board of Education in December 2009. The models used to
develop this curriculum are the materials produced by Project Archaeology (PA). PA is a
partnership between the Department of Interior, Bureau of Land Management and Montana State
University with the goal of fostering higher understanding of cultures, improving science and
social studies education, and heightening citizen education in conjunction with preservation
efforts. PA accomplishes these goals by creating materials aligned to national standards,
providing professional development for educators, and developing a network of archaeologists
and teachers passionate about these initiatives.
The main data set comes from the “Vanoli Project.” Steven Baker of Centuries Research,
Inc. in Montrose, Colorado, excavated the “Vanoli Sporting Complex” (5OR30) as a salvage
project when the town of Ouray slated the buildings to be demolished (Baker et al. 2007). From
1970 to 1981 Baker excavated the site pro-bono over four field seasons with breaks in between
for documentary research, oral history interviews, and preliminary laboratory analysis (Horobik
2011). In 2009, Mr. Baker collaborated with Dr. Mary Van Buren of Colorado State University
to complete analysis and stabilize the collection originally estimated at 100,000 artifacts
(Horobik 2011). The project is partially funded by the State Historical Fund. During the course
of this project, Dr. Van Buren met Jenny Hart, a fourth grade teacher in Ouray. The curriculum
unit developed for this project encourages teachers such as Mrs. Hart to include archaeology in
lessons related to social studies, math, and language arts. The focus of the curriculum is fourth
grade as that is when students learn Colorado history.
Archaeologists and educators note that archaeology works naturally with academic subjects
by addressing topics in social studies, using the scientific method, applying mathematical
processes, developing writing skills, and even practicing fine arts such as illustration (Wheat
1990). Putting archaeological methods and data into school curricula is beneficial to teachers
and archaeologists. Archaeology is well aligned with present education initiatives that stress
critical thinking skills. School curricula provide archaeologists a format to disperse their
knowledge to the public in productive manner.
History of the Vanoli Block
Mining plays a large role in the history of Colorado, especially with the insurgence of miners
in the territory in 1859 (Crum 1962:24). As miners pushed through the Rocky Mountains,
mining became the impetus for Euroamerican settlement in the San Juan Mountain region and
dominated the economy in that are to varying degrees until 1991 (US Dept. of Interior 2007:2).
Ouray was originally known as Uncompahgre City (Dallas 1985:149) until residents renamed
it for the Ute chief (Henderson 1926:24). The first plot for the town was submitted in 1875, and
the town was incorporated on September 19, 1876 (Gregory 1995). The United States
government removed the Tabegauche – Uncompahgre Utes completely from the Uncompahgre
Valley in 1881 (Baker 2004). Otto Mears granted access to the region when he built a toll road
from Saguache through Gunnison and Montrose into Ouray in 1877, as well as several other
important wagon car roads through the San Juans (Crum 1962:69). In 1882, The Denver and Rio

3
Grande Railroad reached the San Juan Region (Mackell 2004:87) and by 1887, it ran from
Montrose to Ouray (Crum 1962).
In the late-nineteenth century, Ouray had about a hundred girls working in its red-light
district which included the Temple of Music, the Bon Ton, the Bird Cage, the Monte Carlo, the
Clipper, the Morning Star, and the Club (Mackell 2004:103). Situated on Second Street,
between Seventh and Eighth Avenues (Gregory 1982:2) “[u]nder incandescent lamps and arc
lights of Ouray, miners made the rounds of the cribs and the parlor houses, such as the Bon Ton
and the Clipper, the thirty saloons, and the many gambling halls” (Dallas 1985:147). The red-
light district also included the infamous “Vanoli Block” or “Block 8” owned and operated by
Italian immigrant brothers, John and Dominick Vanoli (Horobik 2012). The establishments
included the Gold Belt Theater and attached cribs, 220 Club, a restaurant, two saloons including
the Roma, a Chinese laundry, and a livery stable (Hoffman et al.[no date]).
The Vanoli brothers started acquiring lots in Ouray in 1884 and also had properties in Red
Mountain, Telluride, and Salt Lake City (Hoffman et al [no date]). John Vanoli first bought the
Grand Pacific Hotel which would become the 220 Club. Popular names for the 220 included the
220 dance hall, boarding house, bunk house, and dive. Prior to John’s purchase of the property,
the Grand Pacific Hotel had a reputation for violence, and the situation did not get much better
(Hoffman et al [no date]; Gregory 1995). A fiddler from the 220 Dance House shot “his girl” in
1887. John Vanoli shot and killed a mule driver at the “220” in 1888, then shot and wounded a
patron involved in dispute at the Gold Belt in 1895 (Gregory 1982; 1995).
John Vanoli died in Oakland, CA in 1895, reportedly of a heart attack (Gregory 1995).
Rumor has it that he may have been suffering from syphilis, and actually committed suicide.
The red-light district would continue to operate until the time of prohibition around 1916. After
John and Dominick died, Dominick’s daughters, Minnie and Mary, remained on the property
until their own deaths in the 1960s. Minnie resided in the 220 and kept it in pristine condition
and ready to open at any moment until her age made it difficult to keep up the establishment
(Kate Schwerin, personal communication, January 2012). Mary lived in the Roma Saloon. She
was declared insane in 1920 and spent two stints in the Pueblo Insane Asylum (Gregory 1995).
Speculations of the cause for Mary’s mental state and Minnie’s interactions with town officials
are in many ways tragic (Kate Schwerin, personal communication, January 2012). Mary and
Minnie’s deaths and the subsequent demolition of the buildings they lived in marked the close of
a colorful and intriguing chapter in Ouray’s history.

4
Vanoli Family Tree
Archaeology of the Vanoli Block, 2nd Los Pinos Agency, and Ouray County Courthouse
Preliminary work on the Vanoli collection showed that its size and diversity lends itself to
the pattern analyses (South 1978) in addition to providing insight to the general development of
the area. Bottle glass, ceramic housewares, and construction debris are the dominant artifact
types. The people living, working, and visiting the Vanoli Block were generally working class
citizens (Gensmer 2012). Research coming out of the “Vanoli Project” includes the topics of
diversity, racism, social networking, gender identity and masculinity, economics, people’s sense
of privacy, diet, the “Victorian West”, and formation processes (Baker et al. 2007; Horobik
2011; Gensmer 2012; Knee 2012).
In 2003, Steven Baker excavated the site of the Second Los Pinos Agency which housed the
Tabegauche – Uncompahgre Ute Band from 1875 until the United States Government forced
them to Utah in the fall of 1881 (Baker 2004). Remains of the site rest along the west bank of
the Uncompahgre River. The archaeologists excavated the west and east portions of the site with
the delineator being present day Highway 550. The west portion originally included the home
and office of the agent, a root cellar, and a storehouse. The east portion of the site is understood
to have the majority of the structures (eleven in total) including a mess house, living quarters for
agency staff, the post office, and the doctor’s house. Baker (2004) and his crew did not find
many of the building remains except a few foundations, scraps of wood, and miscellaneous
metal. Disturbance to the site since 1881 includes the establishment of the Denver and Rio
Grande Railroad and the development of pasture land for the general area (Baker 2004)..The
agency represents American “frontier” sites with high levels of cultural contact and as a
predecessor to the Victorian era mining towns throughout the West (Baker et al 2007; Baker
2004:9 – 4-5).
Archaeologists from Alpine Archaeological Consultants, Inc. monitored the renovation of the
Ouray County Courthouse (5OR585.22) in 2007 and 2008 (Horn 2008). Francis P. Carney, an

5
Irish immigrant, built the Courthouse in 1888. Carney was known for his commitment to
stonemasonry as well as public service (Gregory 1997:11-13). Fire was a constant problem for
the structure which experienced damage from two including one in 1898 (Horn 2008). When the
town constructed the courthouse, witnesses placed a time capsule beneath one of the corner
stones and archaeologists thought the disturbance would reveal the capsule (Horn 2008). Ground
disturbance during renovation affected the eastern wall and did not reveal the time capsule, thus
the conclusion is that the capsule must be at the northwest or southwest corner of the building.
The mixed deposits exposed during renovation contained materials that date as early as the 1880s
and as late as the 1960s and 1970s. Horn (2008) explained the variety and presence of certain
artifacts using pattern analysis such as the faunal remains reflecting that the inmates and possibly
the jailer ate low-priced cuts of meat with some wild game, and the presence of writing utensils
and ink represented the massive amounts of record keeping done at a courthouse.
For More Background on the Vanoli Block:
Gregory, Doris H. 1995 History of Ouray: A Heritage of Mining and Everlasting Beauty,
Volume 1. Graphic International: Korea.
Gregory, Doris H. 1997 History of Ouray: Historical Homes, Buildings and People,
Volume 2. Cascade Publications: Ouray, Colorado.
Hoffman, Ann C., Walt Rule, Karen Rasmussen, Dee Williams, Steve Turk, Robert Stoufer,
Judy Robbins, Bob McCulloch, and Wendy Bazin. [No date] Ouray’s Historic
Main Street: Early Visions, Wild Times. Country Graphics/ Wayfinder Press, Ridgway,
Colorado.
Saunders, Gail Zanett, Maria Jones, and the Ouray Historical Society 2010 Images of
America: Ouray. Arcadia Publishing: Charleston, South Carolina.

6
Word Bank
For use by Teachers and Students
Agency: in United States history, an Indian agent was an individual authorized to interact with
Native American tribes on behalf of the U.S. government
Analyze: to look at the individual parts of information to find relationships
Archaeological Site: a place where people lived and left objects behind
Archaeology: scientific study of past human cultures through artifacts and sites
Artifact: an object made by people
Boarding House: a house providing food and lodging for paying guests
Bottle Base: the bottom portion of a bottle
Bottle Finish: top portion of a bottle; the term “finish” originally referred to hand-blown production of
bottles when a small bit of melted glass was placed and molded at the end of the bottle to cover the jagged
break where the bottle separated from the tube
Census: an official count or survey of a population, typically recording various details of
individuals
Classification: systematic arrangement in groups or categories
Culture: the customs, beliefs, laws, ways of living, and other results of human work and thought
that people of the same society share
Context: the relationship artifacts have to each other and the situation in which they are found
Data: facts and figures; information, especially information that can be analyzed
Diagnostic: the term used by archaeologists when an artifact identifies specific data, most
commonly a data or manufacturing technique
Embossing: a carved, molded, or stamped design (in terms of goods in the early twentieth
century, it usually indicated information about the contents of a vessel)
Evidence: data which are used to answer questions
Exhibit: an object or collection of objects on public display in an art gallery, museum, or trade
fair
Fluorescence: the visible or invisible radiation emitted by certain substances as a result of
incidental radiation of a shorter wavelength such as X-rays or ultraviolet light

7
Functional Group: a category used by archaeologists the puts together artifacts relating to similar
activities
Investigate: to carry out a systematic or formal inquiry to discover and examine data
Maker’s Mark: a design typically found on the bottoms of bottles and ceramic wares indicating
the manufacturer of that vessel
Nomadic: to be highly mobile, not live in one place for very long
Occupation: a person’s job
Operation: in terms of historical archaeological excavations, it is a unique feature or set of
features on a site deemed to have a united significance in the interpretation of the site (e.g. a
privy, foundation, a set of trenches)
Place of Origin: from where something came; where someone was born
Privy: a toilet located in a small shed outside a house or other building; usually called an
outhouse
Prohibition: in the United States was a national ban on the sale, production, and transportation of
alcohol, in place from approximately 1920 to 1933. The dry movement was led by rural
Protestants in both political parties and was coordinated by the Anti-Saloon League.
Sanborn Maps: is an American publisher of historical and current maps of U.S. cities and towns
that were initially created to estimate fire insurance liabilities. The company's maps are
frequently used for preservation and restoration efforts.
Time Capsule: a container that is filled with things (such as newspapers or clothing) from the
present time and that is meant to be opened by people at some time in the future

8
Introduction: Ouray Museum Visit
(Alternative Activity #1 as a replacement for field trip)
Content Areas: Social Studies; Reading, Writing, and Communicating
Prepared
Graduates:
Identify themes in Colorado History; Develop research questions
CDE Standards: SS.1.1; SS.1.2; SS.3.1; SS.3.2; RWC.2.1; RWC.3.3; RWC.4.1; RWC.4.
2
Concepts and
Skills:
 Bloom’s: Evaluate; Remember; Understand
 Facets of Understanding: Explanation; Interpretation; Self-
knowledge
Colorado Department of Education:
 Organize and sequence events to understand the concepts of
chronology and cause and effect in the history of Colorado
 The historical eras, individuals, groups, ideas and themes in
Colorado history and their relationships to key events in the United
States
 The relationship between choice and opportunity cost (PFL)
 Comprehension and fluency matter when reading literary texts in a
fluent way
 Correct sentence formation, grammar, punctuation, capitalization,
and spelling are applied to make the meaning clear to the reader
 Comprehending new information for research is a process
undertaken with discipline both alone and within groups
 Identifying implications, concepts, and ideas enriches reasoning
skills
Objectives:  Archaeologists conduct background research to learn what people
already understand about the past. Ouray’s history involves many
people, places, and things that parallel the events in Colorado’s
state history.
CDE Evidence Outcomes
1. Identify and describe how major political and cultural groups have
affected the development of the region (DOK 1-2)
2. Analyze various eras in Colorado history and the relationship
between these eras and eras in United States history, and the
changes in Colorado over time (DOK 1-3)
3. Describe interactions among people and cultures that have lived in
Colorado (DOK 1-2)
4. Describe the impact of various technological developments. Topics
to include but not limited to the state of Colorado, including
changes in mining technology; changes in transportation; early 20th
century industrial changes; and mid- to late 20th century nuclear
and computer technological changes (DOK 1-2)
5. Define positive and negative economic incentives (DOK 1)

Teaching with Broken Glass: Introduction
9
6. Give examples of the kinds of goods and services produced in
Colorado in different historical periods and their connection to
economic incentives (DOK 1-3)
7. Explain how the productive resources – natural, human, and capital
– of Colorado have influenced the types of goods produced and
services provided (DOK 1-2)
8. Define choice and opportunity cost (DOK 1)
9. Analyze different choices and their opportunity costs (DOK 2-3)
10. Give examples of the opportunity costs for individual decisions
(DOK 1-2)
11. Identify risks that individuals face (PFL) (DOK 1-2)
12. Analyze methods of limiting financial risk (PFL) (DOK 2-3)
13. Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases, including those that signal precise
actions, emotions, or states of being (e.g., quizzed, whined,
stammered) and that are basic to a particular topic (e.g., wildlife,
conservation, and endangered when discussing animal preservation).
(CCSS: L.4.6)
14. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (CCSS:
L.4.2)
15. Conduct short research projects that build knowledge through
investigation of different aspects of a topic. (CCSS: W.4.7)
16. Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources. (CCSS:
W.4.8)
17. Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.4.9)
18. State, elaborate, and give an example of a concept (for example,
state, elaborate, and give an example of friendship or conflict)
19. Identify the key concepts and ideas they and others use
20. Ask primary questions of clarity, significance, relevance, accuracy,
depth, and breadth
21st
Century Skills
and Readiness
Competencies:
Guiding Questions:
How do archaeologists prepare for
studying an archaeological site?
How did people come to live in the
Uncompahgre Valley?
Enduring
Understanding
Relevance &
Application
One must understand what is
already known before one can
explore what is unknown.
Nature of the
Discipline
Archaeologists use a variety of
information to understand the past.
Duration 45 minutes to 1 hour

10
Class Size Any, groups of 2 or 3 for museum trip if comfortable with allowing
students to explore on their own. Otherwise go as a group through the
exhibits.
What students will
do:
Explore the Ouray County History Museum and be introduced to
important players in Ouray’s and Colorado’s history. Read about
different people throughout history. Make connections between key
terms and clues. See artifacts on display.
Assessment
Overview
Students show what they learned from this introduction about Colorado
and Ouray history and that they understand the function of a museum
by developing questions about Ouray and Colorado history to
investigate and adding new items to the scavenger hunt.
Materials  Scavenger Hunt
 Access to the Ouray County Historical Museum
Preparing to
Teach
 Set a date to visit the museum
 Examine the subjects that are the focus of the lesson in order to
guide students in the museum.
 Prepare/make copies of the scavenger hunt worksheet.
 Post essential questions and key words in classroom.
Uncover Prior
Knowledge
Ask the students what they already know about Colorado history. What
do they know about Ouray history? How did they learn these things?
Books? Television? Word of mouth? Ask how many students have
been to the OCHS Museum. What exhibits did they see? Who did they
go with? What was their favorite part of the museum?
Discover New
Knowledge
Introduce the unit to the students informing them that they will use
archaeological data to learn about the past. Explain to them that they
will focus on events specific to Ouray’s history, but these events tie in
with events and people in Colorado’s history as well. Remind students
that archaeologists use many sources of evidence when studying the
past. Explain what they will see in the museum and why it exists. Pass
out the scavenger hunt and explain the procedure to the students.
Remind students of proper behavior when visiting a museum. Take
students to the museum and guide them through the exhibits specific to
the unit (Mining, Piano, Gold Belt Theater, and Native American).
Point out important aspects of the exhibits that will introduce them to
the topics in the unit, but allow them to match the clues on their own.
If time allows, explore other parts of the museum. Review answers
outside of the museum or back in the classroom.
Assessment Details Remind students that archaeologists use data and evidence to answer
questions of the past. Have them come up with two questions that they
want to explore in Ouray’s or Colorado’s history and two items with
clues to add to the scavenger hunt that relate to their questions.
Encourage students to develop their own, but they may work in pairs.
Share questions and scavenger hunt items.

11
Reflect on New
Knowledge
Ask students:
Why did people come to the Uncompahgre Valley? What did they
bring? What have they left behind? How did different groups get to
this area? What challenges have different groups experienced coming
and leaving Ouray? Why did people put the town where it is? What
saved the town of Ouray during the “Silver Crash”? Why might it be
important to have a theater or dance hall in a mining town? Why did
the minerals glow like a neon sign? Why is the town of Ouray named
after Chief Ouray?
“For the mines” 1880-1900. Courtesy of the Denver Public Library
Call Number: X-12821, Image File: ZZR710012821

Introduction: Museum Trip
12
Scavenger Hunt
Teacher Key
1. Gold Belt
Theater
What it is called when a mineral continues to emit light after a
fluorescent light is turned off. [Fluorescent Mineral]*
20
2. Ouray Band
He opened up the San Juan Mountains by bringing the Denver &
Rio Grande Railroad to Ouray in 1887. [Railroad]
12
3. Bullet hole in the
piano
This held crushed ore to “cook out the impurities” and see if the
miner’s work was paying off. [Assay Office]
8
4. John Vanoli
Evalyn Walsh owned this gem. You can find the real one at the
Smithsonian in Washington, D.C. [Walsh-Zanett]
19
5. Chief Ouray
This item is where ancient peoples ground corn. [Native
American]
14
6. Chipeta
Sometimes things could get a little rowdy on Block 8. [Walsh-
Zanett / Gold Belt Piano]
3
7. Mules
In 1893, Thomas Walsh found GOLD here when the price of
silver took a sudden DROP. [Camp Bird Mine Office]
18
8. Crucible
This establishment provided miners live entertainment with its
very own band. [Vanoli’s Gold Belt Theatre]
1
9. Iron cart and
track spikes
John Ashenfelter ran a freighting business on Block 8 using these
animals to give miners rides to the mines and haul ore back to
Ouray. [Mercy Mine]
7
10. Ute Native
Americans
Not all miners in Ouray were of American decent. If you were a
miner, you might need to know Spanish, Italian, German,
Swedish, Irish, or Australian in order to understand your co-
workers. [Immigrants and Minorities]
17
11. Los Pinos
Agency
He tried to make peace between his people and American settlers.
[Native American ]
5
12. Otto Mears
This rowdy fellow got away with murder. He and his brother
came from Italy. [Vanoli’s Gold Belt Theatre]
4
13. Mano You would want one of these to see the show! [Vanoli’s…] 16
14. Metate
Before the radio, John Jerome ran this group so the people of
Ouray could dance [Band Alcove]
2
15. Projectile Point
She continued to follow a traditional lifestyle near Colona after
her husband died. [Native American]
6
16. Gold Belt
Theater ticket
This item is used for hunting. [Native American] 15
17. Immigrants
Uncompahgre (Tabeguache) Utes lived here before being
forced out to Utah. [Native American]
11
18. Camp Bird Mine
These are essential items for transporting ore in hard rock mining.
[Mercy Mine]
9
19. Hope Diamond
These people have the longest running history in Colorado.
[Native American]
10
20. Phosphorescence This is how ancient peoples ground corn. [Native American] 13
*[Refer to Ouray County Historical Museum & Research Center Self-Guided Tour Book]

13
Museum Scavenger Hunt!
1. Gold Belt Theater
What it is called when a mineral continues to emit
light after a fluorescent light is turned off.
2. Ouray Band
He opened up the San Juan Mountains by bring the
Denver & Rio Grande Railroad to Ouray in 1887.
3. Bullet hole in the
piano
This held crushed ore to “cook out the impurities”
and see if the miner’s work was paying off.
4. John Vanoli
Evalyn Walsh owned this gem. You can find the real
one at the Smithsonian in Washington, D.C.
5. Chief Ouray This item is where ancient peoples ground corn.
6. Chipeta Sometimes things could get a little rowdy on Block 8.
7. Mules
In 1893, Thomas Walsh found GOLD here when the
price of silver took a sudden DROP.
8. Crucible
This establishment provided miners live
entertainment with its very own band.
9. Iron cart and track
spikes
John Ashenfelter ran a freighting business on Block 8
using these animals to give miners rides to the mines
and haul ore back to Ouray.
10.Ute Native
Americans
Not all miners in Ouray were of American decent. If
you were a miner, you might need to know Spanish,
Italian, German, Swedish, Irish, or Australian in order
to understand your co-workers.
11.Los Pinos Agency
He tried to make peace between his people and
American settlers.
12.Otto Mears
This rowdy fellow got away with murder. He and his
brother came from Italy.
13.Mano You would want one of these to see the show!
14.Metate
Before the radio, John Jerome ran this group so the
people of Ouray could dance.
15.Projectile Point
She continued to follow a traditional lifestyle near
Colona after her husband died.
16.Gold Belt Theater
ticket
This item is used for hunting.
17.Immigrants
Uncompahgre (Tabeguache) Utes lived here when
before being forced out to Utah.
18.Camp Bird Mine
These are essential items for transporting ore in hard
rock mining.
19.Hope Diamond
These people have the longest running history in
Colorado.
20.Phosphorescence This is how ancient peoples ground corn.

14
Lesson 1: Who’s Who in Ouray? (Document Research)
Content Areas:: Mathematics, Social Studies; Reading, Writing, and Communicating
Prepared
Graduates:
Read and review documents to help answer questions about the lives of
people in the past.
CDE Standard(s): MATH.3.1; SS.2.1; SS.2.2; SS.3.1; SS.3.2; RWC.4.1; RWC.4. 2
Concepts and
Skills
 Bloom’s: Create, Evaluate, Analyze
 Facets of Understanding: Explanation, Interpretation, Perspective,
Empathy
Colorado Department of Education
 Visual displays are used to represent data
 Use several types of geographic tools to answer questions about the
geography of Colorado
 Connections within and across human and physical systems are
developed
 People respond to positive and negative incentives
 Comprehending new information for research is a process undertaken
with discipline both alone and within groups
 Identifying implications, concepts, and ideas enriches reasoning skills
Objectives:  Archaeologists use documents to understand the context of a site and
learn about the past. Census documents give insight to the
development of a community.
1. Make a line plot to display a data set of measurements in fractions of a
unit (1/2, 1/4, 1/8). (CCSS: 4.MD.4)
2. Create and investigate geographic questions about Colorado in relation
to other places (DOK 1-3)
3. Describe how the physical environment provides opportunities for and
places constraints on human activities (DOK 1-2)
4. Explain how physical environments influenced and limited
immigration into the state (DOK 1-2)
5. Analyze how people use geographic factors in creating settlements and
have adapted to and modified the local physical environment (DOK 1-
3)
8. Give examples of the opportunity costs for individual decisions (DOK
1-2)
9. Identify risks that individuals face (PFL) (DOK 1-2)
information from print and digital sources; take notes and categorize
information, and provide a list of sources. (CCSS: W.4.8)
11. Draw evidence from literary or informational texts to support analysis,

Teaching with Broken Glass: Lesson 1
15
reflection, and research. (CCSS: W.4.9)
12. Consider negative as well as positive implications of their own
thinking or behavior, or others thinking or behavior
13. State, elaborate, and give an example of a concept (for example, state,
elaborate, and give an example of friendship or conflict)
15. Ask primary questions of clarity, significance, relevance, accuracy,
depth, and breadth
21st
Century Skills
and Readiness
Competencies:
Guiding Questions:
What can archaeologists learn from
documents, such as a census record,
about the people of the past? Where
did people come from to develop the
town of Ouray? Why did people live
in Ouray?
Enduring
Understanding
Relevance &
Application
Reading and interpreting documents
is not just a matter of knowing the
words on the page. Document
analysis can give greater insight to
past beyond the confines of a page.
Nature of the
Discipline
Historical documents provide
evidence archaeologists use to
understand the past.
Duration 30-45 min.
Class Size Any, students may work in groups or independently
What students will
do:
Read and analyze historical documents. Organization data. Make
inferences about the past.
Assessment
Overview
Students will demonstrate that they can organize and classify archival data
in order to make inferences about the lives of people in the past.
Materials Copies of census data and recording sheets
Preparing to
Teach
Review the background information for the Vanoli Block. Make
photocopies.
Uncover Prior
Knowledge
Ask students whose families have always lived in Ouray? Did anyone in
the class move to Ouray from somewhere else? Why did you move here?
Whose families came from other places? Anybody with family from a
foreign country? Why would people come to Ouray in the 1890s? How
would they get here? What jobs would they have? Where would they
live?
Discover New
Knowledge
Explain to students that a census keeps track of all the people living in a
particular area. Remind students that Ouray was originally a prominent
mining town. Give students copies of a portion of the 1900 census records
for Block 8 and 9.
For the highlighted portions of each census students identify:
 Nationality
 Occupation
 Where people live
 Answer the questions on the worksheet

16
Assessment Details Students put the data into a chart then create a bar graph for the
nationalities and the occupation.
After organizing the data, ask students:
 Why do we find such diversity in ethnicity and profession?
 What inferences can we make based on the patterns in the data?
 How does this help us learn about history?
 Why do you need a variety of establishments in a mining town?
 Does a particular ethnicity generally have a particular profession?
 What problems can arise from making these inferences?
Reflect on New
Knowledge
Based on what you saw at the museum and what you learned from the
census records, what types of artifacts (material remains, trash, and stuff)
would you expect on Block 8, 130 years later?
Exploring the 1900 Census (D. McCarthy, 9/8/2013)

Who’s Who in Ouray?
17
Using the records inside the yellow squares, find where the census show
 Where people live using a
 Where the people are from by drawing a circle around it
 What people do for a living using a
 The Vanoli Family by drawing a square around all of them
 Make a chart of nationalities and a chart of occupations within the
yellow boxes (Find 5 of each, use attached sheet)

18
What was Tony Vanoli’s occupation?
Find three kids going to school.
What are their names and ages?
What is the name of the dentist living on 2nd
Street?
What job did many Chinese men have?
Inside the second yellow box, how many miners were born in Colorado?

19
NumberofRecords
30
25
20
15
10
5
Nationality
NumberofRecords
30
25
20
15
10
5
Occupation

20
Lesson 2: Message in the Bottles (Artifact Analysis)
Content Areas: Mathematics; Social Studies; Science; Reading, Writing, and
Communicating
Prepared Graduates: Make connections between fragmentary material and whole objects.
Collect data and answer questions of the past.
CDE Standards: MATH.1.2; MATH.3.1; MATH.4.1; MATH.4.2; SS.1.2; SS.2.1;
SS.3.2; SCI.2.1; RWC.4.1; RWC.4. 2
Concepts and Skills:  Blooms: Create, Evaluate, Analyze, Apply, Understand,
Remember
 Facets of Understanding: Interpretation, Application,
Perspective, Empathy, Self-Knowledge
 Different models and representations can be used to compare
fractional parts
 Appropriate measurement tools, units, and systems are used to
measure different attributes of objects and time
 Geometric figures in the plane and in space are described and
analyzed by their attributes
Colorado history and their relationships to key events in the
United States
 All living things share similar characteristics, but they also have
differences that can be described and classified
 Identifying implications, concepts, and ideas enriches reasoning
skills
Objectives:  Collecting data can tell archaeologists how people lived in the
past. Different organizations of data can change our
understanding of that data. A variety of goods were available on
Block 8 in the late 1800s and early 1900s.
1. Use ideas of fraction equivalence and ordering to: (CCSS: 4.NF)
a. Explain equivalence of fractions using drawings and
models.
b. Use the principle of fraction equivalence to recognize and
generate equivalent fractions. (CCSS: 4.NF.1)
c. Compare two fractions with different numerators and
different denominators, and justify the conclusions. (CCSS:
4.NF.2)
2. Build fractions from unit fractions by applying understandings

21
of operations on whole numbers. (CCSS: 4.NF)
a. Apply previous understandings of addition and subtraction
to add and subtract fractions.
i. Compose and decompose fractions as sums and
differences of fractions with the same denominator in
more than one way and justify with visual models.
ii. Add and subtract mixed numbers with like
denominators. (CCSS: 4.NF.3c)
iii. Solve word problems involving addition and
subtraction of fractions referring to the same whole
and having like denominators. (CCSS: 4.NF.3d)
3. Solve problems involving measurement and conversion of
measurements from a larger unit to a smaller unit. (CCSS:
4.MD)
4. Identify a line of symmetry for a two-dimensional figure.
(CCSS: 4.G.3)
5. Describe interactions among people and cultures that have lived
in Colorado (DOK 1-2)
6. Describe the impact of various technological developments.
Topics to include but not limited to the state of Colorado,
including changes in mining technology; changes in
transportation; early 20th century industrial changes; and mid- to
late 20th century nuclear and computer technological changes
(DOK 1-2)
7. Answer questions about Colorado regions using maps and other
geographic tools (DOK 1-2)
8. Use geographic grids to locate places on maps and images to
answer questions (DOK 1-2)
9. Create and investigate geographic questions about Colorado in
relation to other places (DOK 1-3)
10. Illustrate, using geographic tools, how places in Colorado have
changed and developed over time due to human activity (DOK
1-4)
(DOK 1-2)
14. Analyze and interpret data representing variation in a trait (DOK
1-2)
15. Examine, evaluate, question, and ethically use information from
a variety of sources and media to investigate questions about
characteristics of living things (DOK 1-2)

22
W.4.8)
19. Consider negative as well as positive implications of their own
thinking or behavior, or others thinking or behavior
20. State, elaborate, and give an example of a concept (for example,
state, elaborate, and give an example of friendship or conflict)
22. Ask primary questions of clarity, significance, relevance,
accuracy, depth, and breadth
21st
Century Skills and
Readiness
Competencies:
Guiding Questions:
How do archaeologists determine
what an artifact is when it is
broken? What can archaeologists
learn from broken objects? What
goods came to Ouray and what
was their use?
Enduring
Understanding
Relevance &
Application
Evidence and data is not always
tidy or straight forward, but
analyzing it can provide insight to
the past.
Nature of the
Discipline
Archaeologists organize attributes
of broken objects to make
inferences about the lives of
people in the past.
Duration Approximately 45min
Class Size Any, break into five groups
What students will do: Analyze an artifact class that is commonly found at 19th
century
archaeological sites. Make connections between fragments to whole
objects. Make inferences about lives of the people in the past.
Assessment Overview Students will demonstrate their understanding of artifact analysis by
answering questions about what the data means in regards to
economics, history, and culture and then comparing their data with
that from the Vanoli Project.
Materials  Copies of worksheets with pictures of bottles, map of the Vanoli
Block, and places to record their data
 Bags of glass – 1 per group, each bag has pictures of the 3-5
bottle finishes, 3-5 colors of glass
 5 Scales (grams)
Preparing to Teach Review the overview of historic bottles, Vanoli site data, and
Investigating Shelter’s Lesson 4: Observation and Inference, Lesson
5: Classification &Lesson 6: Context. Organize groups and prepare
stations. Make copies of worksheet.

23
Uncover Prior
Knowledge
Have students find in their homes (need to work with parents!)
 Beverage bottle
 Medicine bottle
 Some other type of bottle (cleaning products, make-up,
perfume, etc.)
Ask the students what would someone 100 years from now think if
that person found these items in the trash? Would the person be
correct? What helps a person make these inferences?
Discover New
Knowledge
Introduce how an archaeologist analyzes artifacts (record attributes
and organize data). Explain to students how the different attributes
of bottle glass allows archaeologists to infer what happened on a site
and how old the site might be. Tell students that for this activity,
they will be conducting artifact analysis with artifacts from the
Vanoli Block.
Students break into five groups. Each group receives a bag of glass,
a recording sheet, and a map. Introduce the bottles they could
potentially find in their bags. Students work with group to complete
the recording sheet following these steps:
1. Sort by color
2. Weigh each group
3. Count finishes
4. Match finish with color
5. Use data to determine what type of bottles they have
Once the students ID their bottles, they answer the following:
 What types of bottles are in their bag?
 How many of each bottle? (use finishes to estimate)
Review with students:
 Why are there more beer bottles than anything else? (the
most common thing sold in bars and saloons was beer)
 What can we learn from the medicine and beauty product
bottles? (Medicine bottles give clues to types of illnesses
people had. Florida water and hygiene bottles shows the
effort put into being clean even in the Wild West)
 How does estimating the number of bottles affect what think
is happening on the site? (Weight and number of shards
make impressive numbers, but don't really tell us a lot about
the people's lives. Knowing the number of bottles allows
archaeologists to think about how many people were served
at the bars and saloons and what items were more popular)

24
Assessment Details Each group places their bottles on their map with descriptions of the
operations from the Vanoli Block. Groups share with the class
where they think their bottles came from based on their
understanding of what the bottle contained and the descriptions on
the maps.
Ask students:
 Why does where an artifact come from matter? (context)
 What would happen if we found a medicine bottle in a
saloon?
 How does that change our understanding of the past?
Reflect on New
Knowledge
Share real data from Vanoli: bottle numbers from specific
operations. Do their maps resemble what the archaeologists really
found? Why do they differ? (They are working backwards and
didn’t have the whole context, this is just a sample). What problems
could this cause? (Interpreting the data incorrectly). What would a
map of the “artifacts” you brought from your homes look like?
5OR30.18D5.4.1.3334, Bottle Finish with lightning stopper (D. McCarthy, 9/1/2013)

Teaching with Broken Glass Lesson 2: Message in the Bottles (Artifact Analysis)
25
EVERYONE PUTS ON GLOVES! Sort the bag of mixed glass by color. Weigh each group of
body fragments on the scale and record in the chart below.
Color Weight

26
Fill out the Bar Graph with your bottle glass data:
Weight(g)
400
380
360
340
320
300
280
260
240
220
200
180
160
140
120
100
80
60
40
20
Color

27
Bottle A
Color Colbalt Blue
Weight 62.5 grams
Type Medicine
Bottle B
Color Aqua
Weight 427.3 grams
Type Soda or Water

28
Bottle C
Color Amber
Weight 336.5 grams
Type Beer or Liquor
Bottle D
Color Colorless or Clear
Weight 52 grams
Type Medicine

29
Bottle E
Color Olive Green or Wine Green
Weight 1006.4 grams
Type Wine or Champagne
Bottle F
Color Colorless or Clear
Weight 290.6 grams
Type Food or Condiment

30
Bottle G
Color Light Green
Weight 400 grams
Type Liquor or Bitters (This is a Fernet-Branca Bitters
bottle. The firm was founded in Milan in 1845 by
the three brothers Giuseppe, Luigi and Stefano
Branca. The shoulder seal is embossed 'FRATELLI
BRANCA/MILANO.')

31
Match the color of your piles of glass with the possible bottles from the collection. Write the
weight of the bottle as a fraction of the weight of your pile of glass. The number of times the
possible bottle’s weight fits into your pile of glass’s weight gives an estimate of the number of
bottles in your bag.
Glass Color
Weight of possible bottle
Weight of pile of glass

32
The amount of body glass archaeologists find at site can be too much to handle! So how many
bottles are there actually in this bag? You estimated this number by seeing how many times the
possible bottle weight fit in the pile of glass weight. Archaeologists also use distinct features of
bottles, such as the finish, get at this number. Count the number of finishes in your bag.
Total Number of Finishes
Using the glass color, determine how many of each type of bottle you have. Then write this
number as a fraction of the total number of bottles:
Bottle A
# of Bottle A
Total Bottles
Bottle B
# of Bottle B
Total Bottles
Bottle C
# of Bottle C
Total Bottles
Bottle D
# of Bottle D
Total Bottles
Bottle E
# of Bottle E
Total Bottles
Bottle F
# of Bottle F
Total Bottles
Based on the types of bottles in the bag, what were the people at the Gold Belt Theater and 220
Dance Hall doing? Write at least two complete sentences and use your bottles as evidence.

33
Using the descriptions of each operation, mark the map where on the Vanoli Block
archaeologists found your bottles.
Location Description
OP4 Stone-lined cellar near sheds and boarding rooms
OP8 Privy west of the "Chinese Laundry" and south of the "O.K. Livery Stable"
OP18 Trenching southeast of the Gold Belt Dance Hall
OP19
Trenching south west of the 220 Dance Hall to the property boundary shared with
Ashenfelter’s.
Write two sentences explaining why you think the bottles came from those locations.

1908 Sanborn map with excavation data courtesy of R. Burnette & S. Sherman 34
OP4
OP8
Roma Saloon
Gold
Belt
Theater
OP
19
OP18
220
Club

35
Vanoli Site Data
(For teachers to share with students)
Operation Description Color # of Bottles
4
Stone-lined cellar near sheds
and boarding rooms
Amber 10
Aqua 18
Colorless 47
Green (Olive or Wine) 3
Amethyst 5
Green (Light) 7
Blue (Light) 1
Milk 1
8
Privy west of the "Chinese
Laundry" and south of the "O.K.
Livery Stable"
Amber 6
Amethyst 2
Aqua 4
Colorless 5
Green (Light) 5
18
Trenching southeast of the Gold
Belt Dance Hall
Amber 60
Amethyst 6
Aqua 38
Colorless 41
Cobalt Blue 3
Green (Light) 10
Milk Glass 2
19
Trenching south west of the 220
Dance Hall to the property
boundary shared with
Ashenfelters.
Amber 25
Amethyst 4
Aqua 33
Blue (light) 2
Colorless 71
Green (light) 4
Green (wine) 6
Milk 1
Red 1
Red and Colorless 1

36
Lesson 3: Maker’s Mark BINGO (Mapping)
Content Areas: Mathematics, Social Studies; Reading, Writing, and Communicating
CDE Standards: SS.2.1; SS.2.2; SS.3.1; SS.3.2; SCI.2.1; RWC.4.1; RWC.4.2
Prepared
Graduates:
Use data to identify migratory patterns and trade.
Concepts and
Skills:
 Bloom’s: Create, Evaluate, Analyze, Apply, Understand,
Remember
 Facets of Understanding: Explanation, Interpretation,
Application
 Use several types of geographic tools to answer questions about
the geography of Colorado
developed
 2. Identifying implications, concepts, and ideas enriches
reasoning skills
Objectives:  Attributes such as maker’s marks and embossing provide
archaeologists evidence about the migration of people, trade, and
life styles in the past.
1. Answer questions about Colorado regions using maps and other
geographic tools (DOK 1-2)
2. Create and investigate geographic questions about Colorado in
relation to other places (DOK 1-3)
3. Illustrate, using geographic tools, how places in Colorado have
changed and developed over time due to human activity (DOK
1-4)
4. Analyze how people use geographic factors in creating
settlements and have adapted to and modified the local physical
environment (DOK 1-3)
5. Describe how places in Colorado are connected by movement of
goods and services and technology (DOK 1-2)
6. People respond to positive and negative incentives
7. Define positive and negative economic incentives (DOK 1)
8. Give examples of the kinds of goods and services produced in
Colorado in different historical periods and their connection to
economic incentives (DOK 1-3)

37
(DOK 1-2)
12. Analyze and interpret data representing variation in a trait (DOK
1-2)
W.4.8)
17. Ask primary questions of clarity, significance, relevance,
accuracy, depth, and breadth
21st
Century Skills
and Readiness
Competencies:
Guiding Questions:
What can we learn about the past
by knowing who made and artifact
and its place of origin?
Enduring
Understanding
Relevance &
Application
Migratory and trade patterns
demonstrate connections amongst
people through time and space.
Nature of the
Discipline
Archaeologists look at data to
understand migratory and trade
patterns so they can understand the
lives of people in the past.
Duration 30-45min
Class Size 15-30
What students will
do:
Students will play BINGO highlighting important information that
one learns from embossing and maker’s marks on artifacts.
Assessment
Overview
Students will demonstrate that they understand the information one
can gather from maker’s marks and embossing by using and maps to
show Vanoli Block artifacts origins
Materials  Bingo Cards (each include 16 blocks with pictures of marks ,
a date range, and origin city)
 Markers – Bottle caps (alternatives – buttons, paper scraps)
 Clues to read to class
 Large map on crate paper or overhead
 2 different colored markers
Preparing to
Teach
Review the terms maker’s marks and embossing on historic artifacts.
Familiarize self with marks in the BINGO game. Set up map for
students to draw connections between the artifacts places of origin
and Ouray.

38
Uncover Prior
Knowledge
Using the items students brought in for the artifact analysis activity,
have students organize a list of the countries that their items
represent. Have students identify where the items were made
(“Made in China”) and draw lines from the places on the map to
Ouray.
Discover New
Knowledge
Explain how maker’s marks and embossing reflect where and when
an artifact was made. Explain the difference between the two
(maker’s marks indicate where the vessel was made and embossing
usually only indicates from where the contents came). Give the
class a few examples (popular ceramic companies in England, i.e.
Meakin – use teacher clues.). Explain to students that they will play
a game of BINGO using marks found on the Vanoli site. Emphasize
that they need to pay attention to all of the clues (description of the
mark, dates, and countries) because sometimes the marks look very
similar. Each student gets a card and markers.
To play the game:
 Read clues to the class emphasizing places of origin & dates
 Have students raise hands and share the marks if they think
they have it on their cards
 When someone gets a blackout the game is over
Assessment Together the class repeats the mapping activity in a different color
with the information from the BINGO cards. Review with students
what this information tells us about the economy, transportation, and
culture of the people living in Ouray in the nineteenth century.
Reflect on New
Knowledge
Compare and contrast the Vanoli map with the present day map.
Ask students:
 How did goods get to Ouray in the nineteenth century?
(trains and wagons)
 How do goods get to Ouray today? (train, car, truck, plane)
 What countries are similar between the two maps? Which are
different?

39
Lesson 3: Maker’s Mark Bingo!
Teacher Key and Clues
5OR30.18A8.4.1.1607
Vessel: Bottle
Function/Contents: Beer/Ale (possibly)
1
Fairmont Glass Works
Indianapolis, Indiana
1933-1968
This six-sided shape holds the
first letter of a glass company
in Indiana.
5OR30.18B16.4.1.2946
Vessel: Bottle
Function/Contents: Food/Condiments
2
E.R. Durkee & Co.
Elmhurst, New York
1877-1900
British glass companies used a
similar baseball field-looking
mark like this one from New
York.
5OR30.18B16.4.1.2951
Vessel: Bottle
Function/Contents: Food/Condiments
3
W. J. Latchford Glass Co.
Los Angeles, California
1925-1938
This glass company was in the
city and state that
HOLLYWOOD is in today.
5OR30.18B4.4.1.2629
Vessel: Bottle
Function/Condiments: Soda water
4
J.R. Vance
Salida, Colorado
1884-1886
The name of the town in
Colorado that this soda
company was in means "Exit"
in Spanish.

40
5OR30.19B8.3.2.1522
Vessel: Unknown (possibly a plate)
Function/Contents: food preparation and
consumption
5
Mellor, Taylor & Co.
Burslem, Staffordshire
(England)
1880-1904
Pottery companies sometimes
had different marks over the
years. This one in Burslem
has a stalk of wheat and a
shield
5OR30.18D7.4.1.3381
Vessel: Bottle
Function/Contents: Unknown
6
Colorado Glass Works
Company, Golden,
Colorado
1887-1888
Before there was Coors or the
School of Mines, this glass
company used this mark from
1887-1888.
5OR30.18D7.4.1.3341
Vessel: Bottle
Function/Contents: Beer/Ale
7
Louisville Kentucky Glass
Works
Louisville, Kentucky
Ca. 1880
A famous horse race happens
every year in the same
southern city of this glass
company.
5OR30.18D9.4.1.3282
Vessel: Bottle
Function/Contents: Medicine
(This is possibly the same Weatherby that in
1890, there was a warrant out for him for
“swindling.” Maybe his medicines weren’t
effective…)
8
Dr. C.J. Weatherby
Kansas City, Missouri
1857-1901
A glass company in New
Jersey made this bright bottle
for a doctor in Missouri.

41
5OR30.19B8.4.1.4397
Vessel: Bottle
Function/Contents: Vaseline
9
Chesebrough MFG Co.
Peth Amboy, New Jersey
1880-1900
The name of this company
sounds like it made cheese, but
it actually made an oily
product we sometimes use on
our lips
5OR30.19E1.4.1.1709
Vessel: Bottle
Function/Contents: Medicine (possibly)
10
Carr-Lowrey Glass
Company
Baltimore, Maryland
1889-1920
While this bottle is colorless,
the company in Baltimore that
made it actually was known
for making perfume and other
cosmetic bottles in beautiful
shades of color such as teal
and turquoise.
5OR30.19F2.4.1.1918
Vessel: Bottle
Function/Contents: Ink
11
Carter’s Ink Company
Cambridge, Massachusetts
1858-1910
If you would like to write a
letter, you would buy a bottle
of this.
5OR30.19F4.4.1.1941
Vessel: Bottle
Function/Contents: Toiletry
12
Whitall Tatum & Co.
Millville, New Jersey
1857-1901
This group could have starred
on the "Jersey Shore" if the
show existed from 1857-1901.
5OR30.19G1.4.1.1981
Vessel: Bottle
Function/Contents: Medicine
13
Diamond Glass Co.
Montreal, Quebec
(Canada)
1891-1913
This bottle came from our
neighbor to the north, eh.

42
5OR30.19G1.4.1.1986
Vessel: Bottle
14
Frederick Heitz Glass
Works
St. Louis, Missouri
1883-1896
"Freddy's" mark from 1883-
1896
5OR30.19G1.4.1.1987
Vessel: Bottle
Function/Contents: Medicine (cod liver oil)
15
Scott’s Emulsion
New York, New York
Post-1876
This cod liver oil remedy or
emulsion had a less harsh taste
and was produced in the "Big
Apple".
5OR30.19F2.4.1.1902
Vessel: Bottle
Function/Contents: Unknown (Soda Water
possibly)
16
Reed & Company
Massillon, Ohio
1881-1904
This company made mainly
beer bottles in Massillon, OH.
5OR30.19G4.4.1.2025
Vessel: Bottle
Function/Contents: Beer/Aler
17
Colorado City Glass Co.
Colorado City, Colorado
1888-1894
This company in Colorado
shares its name with its city.
5OR30.19G5.4.1.4401
Vessel: Bottle
18
D.O. Cunningham Co.
Pittsburgh, Pennsylvania
1880-1931
While this city is known for
the "Steelers", this company
also made glass bottles from
1880-1931.

43
5OR30.18A1.3.2.318
Vessel: Bowl
consumption
19
Mellor, Taylor & Co.
Burslem, Staffordshire
(England)
1880-1904
This British Company
"warranted" china from 1880-
1904.
5OR30.19B5.3.2.1501
Vessel: Plate
consumption
20
Homer Laughlin China
Co.
East Liverpool, Ohio
ca. 1900
This broken wing is no
"Laughlin" matter.
5OR30.19B6.3.2.1512
Vessel: Unknown
consumption
21
Henry Alcock & Co.
Cobridge, Staffordshire
(England)
1861-1910
The king of the jungle marked
this pottery from 1861-1910.

44
5OR30.19E12.3.2.1730
Vessel: Unknown
consumption
22
Homer Laughlin
1877-1900
In East Liverpool, the eagle
conquers the lion.
5OR30.19E12.3.2.1752
Vessel: Unknown
consumption
23
American China Co.
Toronto, Ohio
1894-1910
China made in America from
1894-1910.
5OR30.19E9.3.2.1487
Vessel: Plate
consumption
24
Johnson Bros
Hanley, Staffordshire
(England)
1883-1913
These brothers made ironstone
china in Hanley, England.

45
5OR30.19E9.3.2.1717
Vessel: Shallow Bowl
consumption
25
Knowles, Taylor, &
Knowles Co.
1890-1907
KTK is not a new texting term,
but the initials of a pottery
company in Ohio.
5OR30.19E9.3.2.1718
Vessel: Unknown
consumption
26
J & G Meakin (LTD.)
Hanley, Staffordshire
(England)
1890-present
You can still see today this
mark for a WedgWOOD
group potter from Hanley,
England.
5OR30.19F2.3.2.1607
Vessel: Unknown
consumption
27
W. H. Grindley & Co.
Tunstall, Staffordshire
(England)
1891-1925
From 1891 to 1925, you could
find bowls with the "Grindley”
Lion.
5OR30.18D10.4.1.3472
Vessel: Torpedo Bottle
Function/Contents: Soda water
28
Cantrell & Cochrane
Belfast & Dublin (Ireland)
1866-1910
This soda bottle didn't have a
shamrock on it but it could
have from 1866-1910.

46
5OR30.19F4.3.2.1640
Vessel: Plate
consumption
29
Homer Laughlin China
Co.
1901-1915
When you went a trip from
1901-1915, you might see this
mark on the bottom of bowls
at your Hotel.
5OR30.19F6.3.2.1662
Vessel: Pan
consumption
30
Greenwood Pottery Co.
Trenton, New Jersey
1904-1933
From 1904 to 1933, this
company kept it simple and
just put its name on the
bottom.
GREENWOOD CHINA
TRENTON, N.J.

48
Lesson 3: Maker’s Mark Bingo!

49
Final Assessment: Ouray County Archaeology Symposium
Content Areas: Mathematics, Social Studies; Reading, Writing, and Communicating
CDE Standards: MATH.3.1; MATH.4.1; SS.1.1; SS.1.1; SS.1.2; SS.2.1; SS.2.2;
SS.3.1; SS.3.2; SS.4.1; SCI.2.1*; RWC.1.1; RWC.2.1; RWC.3.1;
RWC.4.1; RWC.4.2
*These lessons do not directly relate to the subject based CDE standards, but are
applicable to the Science and Engineering Practices found in the Next Generation
Standards 2013
Concepts and
Skills:
 Bloom’s: Create, Evaluate, Analyze, Apply, Understand,
Remember
 Facets of Understanding: Explanation, Interpretation,
Application, Perspective, Empathy, Self-Knowledge
 Appropriate measurement tools, units, and systems are used to
measure different attributes of objects and time
 Organize and sequence events to understand the concepts of
chronology and cause and effect in the history of Colorado
Colorado history and their relationships to key events in the
United States
 Use several types of geographic tools to answer questions about
the geography of Colorado
developed
 People respond to positive and negative incentives
 Analyze and debate multiple perspectives on an issue
 A clear communication plan is necessary to effectively deliver
and receive information
 Comprehension and fluency matter when reading literary texts
in a fluent way
 The recursive writing process is used to create a variety of
literary genres for an intended audience
 Articulate the position of self and others using experiential and
material logic
Duration About 45 minutes
Class Size Any, break into three groups

50
What students will
do:
Read background information. Organization data. Present
information to a group. Compare and contrast archaeological data
from different sites.
Assessment
Overview
Students will demonstrate that they can organize and classify a
variety of data in order to make inferences about the lives of people
in the past.
Materials Large poster board or crate paper, photocopies of worksheets and
documents, crate paper
Preparing to
Teach
Review the background information for the Vanoli Block, Ouray
Court House, and Second Los Pinos Agency found in the
introduction and within the lesson materials. You many also want
to consult the Ouray Historical Society Museum and reference
material.
Uncover Prior
Knowledge
Ask students:
For who is the town of Ouray named?
What types of establishments does a town need to be successful?
What is the purpose of a court house?
Who has been to the court house or the Gold Belt Grill?
Procedure
Have students break into three groups. Each group receives a map,
overview document, artifact list and graphic organizer for one of the
three sites (Vanoli Block, Courthouse, and Los Pinos). In the
groups assign a presenter (will share their data with the rest of the
class) and recorder (will keep track of important dates and
information during the group work).
Students refer to the questions they made after the scavenger hunt
about what they want to learn about Colorado history. Encourage
the students to think “big picture.”
 How did the lives of the Utes change when miners came to
the Uncompahgre Valley? (Forced to live on reservations
called “Agencies” and take on Euroamerican culture; some
even had to leave their homeland completely)
 Why is Ouray still a popular town even though mining is not
the main source of income? (Development and adaptation –
mining to tourism- a variety of people came to the area
bringing different skills and services to keep the town going)
 What was it like to live in a mining town over 100 years
ago? (many different people; goods came from all over;
there were places of business and structure to help the
miners be successful)
Each group should pick two questions to guide their investigation.
Students will take turns reading the background information making
sure the recorder gets down the important facts, dates, and
information to help the group answer their questions.

51
Explain to students that they are going to classify artifacts into
functional groups. The artifacts in each group will relate to the
same activity (cooking, cleaning, entertainment, etc.). Students look
over the list of artifacts from their site. Together students decide on
three to five functional groups that their artifacts represent.
Students organize the artifacts in the functional groups and fill out
the questions on their worksheets. With the help of their group, the
recorder fills out a bar graph for the artifacts in functional groups.
Each group prepares the presenter to report the findings of their site.
Each group must have the following:
1. Name of the Site
2. Important Dates and Names related to their site
3. The functional categories of their artifacts
4. Bar graph of artifacts
5. Interpretation for the site/answers to their questions.
After all three groups present, have students identify similarities and
differences of the three sites.
 Which site is the oldest?
 What was the purpose of each site?
 What is at the locations of the sites today?
 What can we say is different about the lives of people in
Ouray 130 years ago based on the data from the sites? What
similarities are there between our lives and those in the past
despite it being so long ago?
The Vanoli Block in present day (D. McCarthy, 9/8/2013)

52
Vanoli Sporting Complex 5OR30
Mining for silver and gold was hard work! Miners took breaks and had fun at bars and theaters
in town to get away from the dreary mines. A miner could find entertainment in Ouray on Block
8 of Second Street, between Seventh and Eighth Avenues. The businesses on this block were
owned by Italian immigrant brothers, John and Dominick Vanoli in the 1890s and early 1900s.
The businesses on Block 8 were the Gold Belt Theater, 220 Club, a restaurant, two saloons
including the Roma, a Chinese laundry, and a livery stable that held horses and mules to work in
the mines.
The Vanoli brothers started buying lots in Ouray in 1884 and also had properties in Red
Mountain, Telluride, and Salt Lake City. The original building John bought was the Grand
Pacific Hotel which would become the 220 Club. Prior to the Vanoli’s buying the property, The
Grand Pacific Hotel had a pretty bad reputation for violence. Things didn’t get much better. A
fiddler from the 220 Dance House shot “his girl” in 1887. John Vanoli shot and killed a mule
driver at the “220” in 1888, then shot and wounded a patron involved in dispute at the Gold Belt
in 1895.
John Vanoli died in Oakland, CA in 1895, but his brother and niece, Minnie would continue
operating the Gold Belt and saloons until prohibition around 1916.
Minnie Vanoli and her sister Mary remained on Block 8 until they passed away in the 1960s.
Steven Baker did archaeological excavations on the Block before the town tore down the
buildings to better understand what life was like in a mining town. Mr. Baker excavated 23
operations including privies, a cellar, trash piles, and trenchesto identify important features.
Today on Block 8 you will find the Gold Belt Bar and Grill (not in the same place at the historic
Gold Belt, rather roughly where the 220 once stood), store fronts, and tourist attractions such as
covered wagon rides.
From Behind the Gold Belt Theater
Wire Nails
Cut Nails
Screws
Washers
Door Knobs
Flooring Material
Roofing Material
Window Glass
Lamp Glass
Drapes & Curtains
Corks
Crown Bottle Caps
Beer Mugs
Drinking Glasses
Stemware
Shot Glasses
Marbles
Poker Chips
Peach Pits
Egg Shell
Cartridges
Tobacco Pipe Fragments
Watch Parts
Safety Pin
Mirror Fragments
Buttons
Buckles
Bead
Jewelry
Coin Purse Frame
Shoes
Gloves
Garter Hose Snap
Harness Buckle
Horse Shoe Nails
Mule Shoe
Medicine Bottles
Liquor Bottles
Beer Bottles
Vaseline Jar
Bowls
Plate
Pitcher
Wash Basin

Map of Vanoli Block in 1908 showing Mr. Baker’s Excavations
1908 Sanborn map with excavation data courtesy of R. Burnette & S. Sherman 53
OP4
OP8
Roma Saloon
Gold
Belt
Theater
OP
19
OP18
220
Club

54
Ouray County Courthouse 5OR585.22
The first miners in the area around Ouray probably arrived around 1860. More and more people
came to the area in the 1870s and a “town was born.” The first plan for “Uncompahgre City” as
is was originally called, was made in 1875. The Board of the County Commissioners of San
Juan County met in Silverton on September 13. 1876, and incorporated (made it official) the
Town of Ouray. A month earlier on August 1, 1876, Colorado became the 38th
state.
Ouray County’s boundaries were made in 1877. The county commissioners did not have a place
to run the town for several years. The Ouray County Courthouse and Jail are at 541 4th
Street in
Ouray. The Courthouse was built in 1888 by stone and brick mason Francis P. Carney, an Irish
immigrant. A time capsule placed beneath the cornerstone on August 22, 1988. Inside the
capsule was a copy of the Solid Muldoon (a local newspaper), a list of members of the Ouray
Lodge No. 37, the constitution of the Ouray Lodge, a steel engraving of Chief Ouray, coins of
various denominations, and other country district papers. Fire was a big problem in Ouray. The
jail and courthouse roof both caught fire before 1898 (the building was only ten years old!). The
jail was closed in 1974 because the Federal Government passed laws with new requirements for
jails that Ouray could not meet. The prisoners were sent to Montrose. More space was needed
for property records so in 1976 the vault in the courthouse was enlarged.
Archaeologists monitored the renovation of the courthouse in 2007 and 2008. During that time,
the archaeologists identified artifacts from the late nineteenth and early twentieth centuries and
tried to find the time capsule. Ground disturbance during renovation only affected the eastern
wall and did not reveal the time capsule, but archaeologists believe that it must be under the
northwest or southwest corner.
Cartridge
Shotgun Shell
Medicine Bottles
Electrical Insulators
Ink Well
Ink Bottle
Binder Clip
Marble
Doll Fragment
Toy Airplane
Crown Bottle Cap
Metal Bar
Plugs
Bolt
Tube
Straight Pin
Beer Bottles
Wine Bottle
Soda Bottles
Window Glass
Flower Pot
Drawer Handle
Toiletry Bottle
Plate
Bowl
Pitcher
Serving Dish
Saucer
Coffee Cup
Tea Cup
Sugar Bowl
Electrical Wire
Dry Cell Battery
Light Socket Base
Glue Bottle
Wire Nails
Cut Nails
Screws
Lamp Glass
Rubber Boot
Leather Shoe
Coin Purse
Animal Bone
Stove Part

55
Map Ouray County Courthouse
Showing areas monitored during disturbance as a result of renovations
Map courtesy of Alpine Archaeological Consultants, Inc.

56
Second Los Pinos Agency 5OR139
People have been living in the Uncompahgre Valley for many years before the miners. The people
living here are known as the Utes and were a nomadic people living off the land. This Native
American group is made of several bands. The main band in the region is called the Tabegauche –
Uncompahgre. The United States Government told the Utes they needed live within boundaries and
reservations so that people from the eastern states could settle the land. Nine chiefs, including Chief
Ouray, signed a treaty in 1868 drawing out those boundaries and reservations.
Many settlers and prospectors ignored the boundaries. There was much conflict between white
people and the Utes. There was another meeting between the government and the Utes in 1872 that
resulted in the Utes giving more access to. Each reservation was ran by an agency that was supposed
to make sure settlers agreed to the treaty and the Utes got the supplies promised by the government.
The agency here was the Los Pinos Agency. Los Pinos was not very successful. Officials moved the
agency to make it easier to get supplies, but conflict between the Utes and white settlers was too
great. In September 1881, all of the Utes in the region were moved to another reservation in Utah.
Even Chipeta, Chief Ouray’s wife who worked with the government and to help get treaties signed,
was made to move to Utah.
In 2003, archaeologist Steven Baker excavated the site of the Second Los Pinos Agency. Remains of
the site rest along the west bank of the Uncompahgre River. Today, area is divided amongst at least
four different owners. The archaeologists excavated the west and east portions of the site. The west
portion original had three buildings including the home and office of the agent, a root cellar, and a
storehouse. The east portion of the site had a mess house, living quarters for agency staff, the post
office, and the doctor’s house. Not much of the buildings remain except foundations and pieces of
wood and metal. After 1881, the Denver and Rio Grande Railroad ran through the site and later the
area generally turned to pasture land. Mr. Baker’s excavations sought to identify several buildings
on the eastern portion of the site including the Mess House, Post Office, Doctor’s House,
Blacksmith’s Shop, six log shanties, and another log house. He was successful finding the post
office, doctor’s house, and the mess house with associated privies. Mr. Baker’s team also found a
house related to Chief Ouray who died a year before the band moved to Utah.
Post Office & Doctor’s House
Radiator Hoses
Piston Rings
Battery Cables
Ceramic Sherds
Glass Fragments (Liquor
and Medicine Bottles)
Clay Marble
Chert Flake
Wire Nails
Cut Nails
Mowing Machine Part
Native American Utility
Ceramics
Cow or Bison Bones
Deer Bones
Mess House
Wire Nails
Cut Nails
Glass Fragments (Liquor
and Medicine Bottles)
Ceramic Sherds
Hard Rubber
Bakelite (early form of
plastic)
Buttons
Cartridges
Butchered Animal Bones
(European American
Methods)

57
Map of the 2nd
Los Pinos Agency showing Mr. Bakers Excavations
Map courtesy S. Baker, Centuries Research, Inc.

58
Name of Site:
Important Dates:
Important Names:
Research Questions:
What did you learn about Ouray and Colorado history?

59
45
40
35
30
25
20
15
10
5
Number
of
Artifacts
Categories

61
Alternative activities 1) Have students read the histories of the Vanoli Block, 2nd
Los
Pinos Agency, and Ouray Court House. Students complete the
“Ouray History Scavenger Hunt”. After reviewing the hunt,
students organize the following dates on a timeline.
 Gold Belt Theater Built 1887
 Prohibition starts in Colorado 1916
 Brunot Treaty signed 1873
 Agency closed and all Utes sent to Utah 1881
 Court house built 1888
2) Students take a walking field trip to Block 8 or look at some
modern photographs of the site if a field trip is not possible.
Students break into groups of 3-5. Each group gets a historic
photograph of the block prior to the demolition of the original
buildings. Students try to locate the spot of the photograph while
standing on the block or match it with the photograph of present
day. Once they orient themselves on the block, Students come up
with three statements about the lives in early Ouray based on the
historic photographs. Then students compare and contrast the scene
depicted in the historical photograph to life in present day.
Archaeology is fun! (D. McCarthy, 9/8/2013)

62
Additional References
Baker, Steven G.
2004 Final Project Report for the 2002-2003 Old Agency Initiative of the Uncompahgre Valley Ute Project Vol. 1:
Historical Archaeology Exploration and Assessment of the 2nd
Los Pinos Indian Agency (5OR139). Prepared from Montrose
Youth and Community Foundation and State Historical Fund. Uncompahgre Valley Ute Project
Baker, Steven G., Duane A. Smith, and Martha Sullenberger-Fry
2007 Victorian Mining Settlements. In Colorado History: A Context for Historical Archaeology, edited by E. Steven
Cassells, pp. 153-176. Colorado Council of Professional Archaeologists, Denver.
Crum, Josie Moore.
1962 Ouray County, Colorado: The Agency and the Indians; Ouray and Mining; Dallas; Ridgway; We, the Kids, San
Juan History, Durango, Colorado.
Dallas, Sandra.
1985 Colorado Ghost Towns and Mining Camps. University of Oklahoma Press: Norman.
Gensmer, Kristin A.
2012 Of Painted Woman and Patrons: An Analysis of Personal Items and Identity at Victorian-Era Red Light District in
Ouray, Colorado. Master’s Thesis, Colorado State University, Fort Collins, Colorado.
Gregory, Doris H.
1982 Ouray's Era of Bars and Brothels: The Story of Vanoli's Gold Belt Theatre and Dance Halls. Cascade Publications,
Long Beach, California.
1995 History of Ouray Vol. I: A Heritage of Mining and Everlasting Beauty. Graphic International: Korea.
Hoffman, Ann C., Walt Rule, Karen Rasmussen, Dee Williams, Steve Turk, Robert Stoufer, Judy Robbins, Bob McCulloch,
and Wendy Bazin.
[No date] Ouray’s Historic Main Street: Early Visions, Wild Times. Country Graphics/ Wayfinder Press, Ridgway,
Colorado.
Horn, Jonathon C.
2008 Archaeological Monitoring of the Ouray County Courthouse (5OR585.22) Ouray County, Colorado. Prepared for
Souder, Miller, & Associates and Ouray County. Alpine Archaeological Consultants, Inc.
Horobik, Heather
2011 Finding Privacy in the Red-Light District: An Analysis of Victorian Era Medicine Bottles from the Vanoli Site
(5OR30) in Ouray, Colorado. Master’s Thesis, Colorado State University, Fort Collins, Colorado.
Knee, Alexis R.
2012 Material Culture, Social Networks and the Chinese of Ouray, Colorado, 1880-1920. Master’s Thesis, Colorado
State University, Fort Collins, Colorado.
Kovel, Ralph and Terry Kovel
1986 Kovel’s New Dictionary of Marks, Pottery and Porcelain, 1850 to the Present. Crown Publishers, Inc., New York.
Ouray County Historical Museum and Research Center Self-Guided Tour Book
Saunders, Gail Zanett, Maria Jones, and the Ouray Historical Sociey
2010 Images of America: Ouray. Arcadia Publishing, Charleston, South Carolina.
South, Stanley
1978 Pattern Recognition in Historical Archaeology. American Antiquity 43(2):223-230.
United States Federal Census
1900 Year: 1910; Census Place: Precinct 4, Ouray, Ouray, Colorado; Roll: 127; Page: 5B; Enumeration District: 83; FHL
microfilm: 1240127.
.

63
Colorado Academic Standards

Adopted: December 10, 2009
Fourth Grade

CDE: 4th
Grade Social Studies Adopted: December 10, 2009 Page 2 of 22
Social Studies Standards
“Teaching social studies powerfully and authentically begins with a deep knowledge and
understanding of the subject and its unique goals. Social studies programs prepare students
to identify, understand, and work to solve the challenges facing our diverse nation in an
increasingly interdependent world. Education for citizenship should help students acquire
and learn to use the skills, knowledge, and attitudes that will prepare them to be competent
and responsible citizens throughout their lives. Competent and responsible citizens are
informed and thoughtful, participate in their communities, are involved politically, and
exhibit moral and civic virtues.”
A Vision of Powerful Teaching and Learning in the Social Studies:
Building Social Understanding and Civic Efficacy (NCSS, 2008)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Preparing students for the 21st century cannot be accomplished without a strong and
sustaining emphasis on the social studies. The social studies provide cornerstone skills that
are the key to opening doors for a more diverse, competitive workforce and responsible
citizenry. Students use critical thinking, self-assessment, reasoning, problem-solving,
collaboration, research, and investigation to make connections in new and innovative ways
as they progress through social studies education. These standards outline the knowledge
and skills needed to help young people develop the ability to make informed and reasoned
decisions for the public good as citizens of a culturally diverse, democratic society in an
interdependent world.
Social studies is essential to understanding the complexity of the world. It provides the
context and understanding of how humans interact with each other and with the
environment over time. It offers the crucial knowledge needed to create a framework for
understanding the systems of society.
Colorado's social studies standards lay out a vision of these vitally important disciplines and
describe what all students should know and be able to do at each grade level through eighth
grade, and through high school. The authors of this document are educators in preschool
through twelfth grade, higher education professors, business and military representatives,
and community members. The group developed a set of competencies starting with "the
end in mind." What concepts and skills would a "prepared graduate" in the 21st century
possess after completing high school? The answers to this question framed the work that
led to the development of four standards in social studies for grades P-12.

CDE: 4th
Standards Organization and Construction
As the subcommittee began the revision process to improve the existing standards, it
became evident that the way the standards information was organized, defined, and
constructed needed to change from the existing documents. The new design is intended to
provide more clarity and direction for teachers, and to show how 21st
century skills and the
elements of school readiness and postsecondary and workforce readiness indicators give
depth and context to essential learning.
The “Continuum of State Standards Definitions” section that follows shows the hierarchical
order of the standards components. The “Standards Template” section demonstrates how
this continuum is put into practice.
The elements of the revised standards are:
Prepared Graduate Competencies: The preschool through twelfth-grade concepts and
skills that all students who complete the Colorado education system must master to ensure
their success in a postsecondary and workforce setting.
Standard: The topical organization of an academic content area.
High School Expectations: The articulation of the concepts and skills of a standard that
indicates a student is making progress toward being a prepared graduate. What do students
need to know in high school?
Grade Level Expectations: The articulation (at each grade level), concepts, and skills of a
standard that indicate a student is making progress toward being ready for high school.
What do students need to know from preschool through eighth grade?
Evidence Outcomes: The indication that a student is meeting an expectation at the
mastery level. How do we know that a student can do it?
21st
Century Skills and Readiness Competencies: Includes the following:
 Inquiry Questions:
Sample questions are intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectation.
 Relevance and Application:
Examples of how the grade level expectation is applied at home, on the job or in a
real-world, relevant context.
 Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the grade level
expectation.

CDE: 4th
Continuum of State Standards Definitions
Prepared Graduate Competency
Prepared graduate competencies are the P-
12 concepts and skills that all students who
complete the Colorado education system
must master to ensure their success in a
postsecondary and workforce setting.
Standards
Standards are the topical organization of an
academic content area.
Grade Level Expectations
Expectations articulate at each grade
level the knowledge and skills that
indicate a student is making progress
toward being ready for high school.
What do students need to know?
High School Expectations
Expectations articulate the knowledge
and skills that indicate a student is
making progress toward being a
prepared graduate.
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
High SchoolP-8
21st
Century and
PWR Skills
Inquiry Questions:
Sample questions intended to
promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied at
home, on the job or in a real-
world, relevant context.
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the grade
level expectation.
21st
Century and
PWR Skills
Inquiry Questions:
Sample questions intended
to promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied
at home, on the job or in a
real-world, relevant context.
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the
grade level expectation.

Colorado Department of Education: 4th
STANDARDS TEMPLATE
Content Area: NAME OF CONTENT AREA
Standard: The topical organization of an academic content area.
Prepared Graduates:
 The P-12 concepts and skills that all students who complete the Colorado education system must master
to ensure their success in a postsecondary and workforce setting
High School and Grade Level Expectations
Concepts and skills students master:
High School Expectations: The articulation of the concepts and skills that indicate a student is
making progress toward being a prepared graduate.
Grade Level Expectations: The articulation at each grade level of the concepts and skills that
indicate a student is making progress toward being ready for high school.
Evidence Outcomes 21st
Century Skills and Readiness Competencies
Students can:
Evidence outcomes are the indication that a
student is meeting an expectation at the
mastery level.
How do we know that a student can do it?
Inquiry Questions:
Sample questions intended to promote deeper thinking, reflection and
refined understandings precisely related to the grade level expectation.
Relevance and Application:
Examples of how the grade level expectation is applied at home, on the
job or in a real-world, relevant context.
Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the
grade level expectation.

CDE: 4th
Prepared Graduate Competencies in Social Studies
The prepared graduate competencies are the preschool through twelfth-grade concepts and
skills that all students who complete the Colorado education system must master to ensure
their success in a postsecondary and workforce setting.
Prepared graduates in social studies:
1. Use the tools, thinking, and practices of history, geography, economics, and civics
to:
a. Solve problems, make decisions and analyze issues from multiple perspectives as
a responsible member of society
b. Read, write, and communicate ideas
Prepared graduates in history:
1. Develop an understanding of how people view, construct, and interpret history
2. Analyze key historical periods and patterns of change over time within and across
nations and cultures
Prepared graduates in geography:
1. Develop spatial understanding, perspectives, and personal connections to the world
2. Examine places and regions and the connections among them
Prepared graduates in economics:
1. Understand the allocation of scarce resources in societies through analysis of
individual choice, market interaction, and public policy
2. Acquire the knowledge and economic reasoning skills to make sound financial
decisions (PFL)
Prepared graduates in civics:
1. Analyze and practice rights, roles, and responsibilities of citizens
2. Analyze the origins, structure, and functions of governments and their impacts on
societies and citizens

CDE: 4th
Social Studies
Standards are the topical organization of an academic content area. The four standards of
social studies are:
1. History
History develops moral understanding, defines identity and creates an appreciation
of how things change while building skills in judgment and decision-making. History
enhances the ability to read varied sources and develop the skills to analyze,
interpret and communicate.
2. Geography
Geography provides students with an understanding of spatial perspectives and
technologies for spatial analysis, awareness of interdependence of world regions and
resources and how places are connected at local, national and global scales.
3. Economics
Economics teaches how society manages its scarce resources, how people make
decisions, how people interact in the domestic and international markets, and how
forces and trends affect the economy as a whole. Personal financial literacy applies
the economic way of thinking to help individuals understand how to manage their
own scarce resources using a logical decision-making process of prioritization based
on analysis of the costs and benefits of every choice.
4. Civics
Civics teaches the complexity of the origins, structure, and functions of
governments; the rights, roles and responsibilities of ethical citizenship; the
importance of law; and the skills necessary to participate in all levels of government.

CDE: 4th
Social Studies
Grade Level Expectations at a Glance
Standard Grade Level Expectation
Fourth Grade
1. History 1. Organize a sequence of events to understand the concepts of chronology
and cause and effect in the history of Colorado
2. The historical eras, individuals, groups, ideas, and themes in Colorado
history and their relationships to key events in the United States
2. Geography 1. Use several types of geographic tools to answer questions about the
geography of Colorado
2. Connections within and across human and physical systems are
developed
3. Economics 1. People respond to positive and negative incentives
2. The relationship between choice and opportunity cost (PFL)
4. Civics 1. Analyze and debate multiple perspectives on an issue
2. The origins, structure, and functions of the Colorado government

CDE: 4th
21st
Century Skills and Readiness Competencies in Social Studies
The social studies subcommittees embedded 21st
century skills, school readiness, and
postsecondary and workforce readiness skills into the draft revised standards utilizing
descriptions developed by Coloradans and vetted by educators, policymakers, and citizens.
Colorado's description of 21st century skills
The 21st
century skills are the synthesis of the essential abilities students must apply in our
rapidly changing world. Today’s students need a repertoire of knowledge and skills that are
more diverse, complex, and integrated than any previous generation. Social studies is
inherently demonstrated in each of Colorado 21st
century skills, as follows:
Critical Thinking and Reasoning – Social studies is a discipline grounded in critical thinking
and reasoning. Doing history, geography, civics and economics involves recognizing
patterns and relationships across time and space. Social studies provide the structure that
makes it possible to describe patterns that exist in nature and society.
Information Literacy – The disciplines of social studies equip students with tools and mental
habits to organize and interpret a multitude of resources. A social studies student with
information literacy skills can effectively analyze primary and secondary sources, detect
bias, use learning tools, including technology, and clearly communicate thoughts using
sound reasoning.
Collaboration – The content areas of social studies involve the give and take of ideas. In the
course of understanding social studies, students offer ideas, strategies, solutions,
justifications, and proofs for others to evaluate. In turn, the student interprets and
evaluates the ideas, strategies, solutions, and justifications of others.
Self-Direction – Understanding social studies requires a productive disposition, curiosity and
self-direction. This involves monitoring and assessing one’s thinking and persisting to search
for patterns, relationships, cause and effect, and an understanding of the events and people
throughout time.
Invention – The social studies are a dynamic set of content area disciplines, ever expanding
with new ideas and understandings. Invention is the key element as students make and test
theories, create and use social studies tools, search for patterns and themes, and make
connections among ideas, strategies and solutions.

CDE: 4th
Colorado’s Description for School Readiness
(Adopted by the State Board of Education, December 2008)
School readiness describes both the preparedness of a child to engage in and benefit from
learning experiences, and the ability of a school to meet the needs of all students enrolled in
publicly funded preschools or kindergartens. School readiness is enhanced when schools,
families, and community service providers work collaboratively to ensure that every child is
ready for higher levels of learning in academic content.
Colorado’s Description of Postsecondary and Workforce Readiness
(Adopted by the State Board of Education, June 2009)
Postsecondary and workforce readiness describes the knowledge, skills, and behaviors
essential for high school graduates to be prepared to enter college and the workforce and to
compete in the global economy. The description assumes students have developed
consistent intellectual growth throughout their high school career as a result of academic
work that is increasingly challenging, engaging, and coherent. Postsecondary education and
workforce readiness assumes that students are ready and able to demonstrate the following
without the need for remediation: Critical thinking and problem-solving; finding and using
information/information technology; creativity and innovation; global and cultural
awareness; civic responsibility; work ethic; personal responsibility; communication; and
collaboration.
How These Skills and Competencies are Embedded in the Revised Standards
Three themes are used to describe these important skills and competencies and are
interwoven throughout the standards: inquiry questions; relevance and application; and the
nature of each discipline. These competencies should not be thought of stand-alone
concepts, but should be integrated throughout the curriculum in all grade levels. Just as it is
impossible to teach thinking skills to students without the content to think about, it is
equally impossible for students to understand the content of a discipline without grappling
with complex questions and the investigation of topics.
Inquiry Questions – Inquiry is a multifaceted process requiring students to think and
pursue understanding. Inquiry demands that students (a) engage in an active observation
and questioning process; (b) investigate to gather evidence; (c) formulate explanations
based on evidence; (d) communicate and justify explanations, and; (e) reflect and refine
ideas. Inquiry is more than hands-on activities; it requires students to cognitively wrestle
with core concepts as they make sense of new ideas.
Relevance and Application – The hallmark of learning a discipline is the ability to apply
the knowledge, skills, and concepts in real-world, relevant contexts. Components of this
include solving problems, developing, adapting, and refining solutions for the betterment of
society. The application of a discipline, including how technology assists or accelerates the
work, enables students to more fully appreciate how the mastery of the grade level
expectation matters after formal schooling is complete.
Nature of Discipline – The unique advantage of a discipline is the perspective it gives the
mind to see the world and situations differently. The characteristics and viewpoint one
keeps as a result of mastering the grade level expectation is the nature of the discipline
retained in the mind’s eye.

Colorado Department of Education: 4th
1. History
The study of history prepares students to develop critical thinking skills in an effort to explain the human
experience through events of the past. Discerning clarity from the jumble of conflicting facts and sources,
students get a clearer picture of how individuals, communities, and the world connect, both past and present.
History develops moral understanding, defines identity and creates an appreciation of how things change, while
building judgment and decision-making skills. History enhances the ability to read varied sources and develop the
skills necessary to analyze, interpret, and communicate.
History inspires by exposing students to the wonders and beauty of the past. The historical perspective prepares
for an ever-changing future by helping to understand changes in the past. It allows students to gain perspective
and develop better judgment by discovering and uncovering the complexity of human beings. This allows
students to better understand themselves as individuals and their place in a complex and often confusing society.
History provides examples of ethical behavior and the context for change, and illustrates the importance of
responsible members of society in both our country and our world.
History is a critical component in the future success of a student in the 21st
century world. Inquiry is the central
component of historical thinking. Students learn the skills of reading, interpreting and analyzing historical sources
and develop the ability to craft a well-constructed and communicated historical argument. History teaches the
interpretive, analytical, and critical thinking skills that will allow students to become productive citizens in the
future.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduate Competencies in the History standards are:
 Develop an understanding of how people view, construct, and interpret history
 Analyze key historical periods and patterns of change over time within and across nations
and cultures

RSimonPortfolioFA2013_TBGLessonPlansFinal

RSimonPortfolioFA2013_TBGLessonPlansFinal

Recommended

Recommended

More Related Content

Similar to RSimonPortfolioFA2013_TBGLessonPlansFinal

Similar to RSimonPortfolioFA2013_TBGLessonPlansFinal (20)

RSimonPortfolioFA2013_TBGLessonPlansFinal