Durango & Hesperus History Quest: Time Trekkers!

2nd Grade

Project
3 weeks

Durango & Hesperus History Quest: Time Trekkers!

Jamie Aupperle

2.C.1

2.G.1

2.G.2

2.H.1

2.H.2

+ 5 more

Purpose

The purpose of this project is to immerse second-grade students in the rich history and cultural heritage of Durango and Hesperus through hands-on, experiential learning. By examining the interdependence of the train, people, and businesses in La Plata County, students will gain insights into the economic and social dynamics of the area. Through creative projects, such as timeline exhibits, map-making, and living history reenactments, students will develop critical thinking and storytelling skills. They will also write opinion pieces about their dream jobs inspired by their studies of 1880s occupations, culminating in a public exhibition that celebrates their discoveries and insights.

Learning goals

Students will explore the history of jobs in the 1880s, particularly the interdependence between the train and local businesses in La Plata County, to understand how these factors influenced community development. They will develop historical research skills and creative expression through opinion writing, timelines, and maps. By collaborating with community partners and engaging in hands-on activities, students will analyze historical contexts and compare them with modern-day scenarios, fostering a deeper appreciation for their local heritage.

Standards

2.C.1 - Investigate ways in which ideas and actions can improve communities.
2.G.1 - Use geographic terms and tools to locate and describe spatial patterns and places.
2.G.2 - Explain how people in communities manage, modify, and depend on their environment.
2.H.1 - Ask questions and discuss ideas taken from primary and secondary sources.
2.H.2 - Describe how people of various cultures influence neighborhoods and communities over time.
PG.1 - Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
PG.2 - Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
PG.3 - Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
PG.4 - Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
PG.5 - Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.

Products

Students will create a 'History in a Box' project, assembling artifacts, drawings, and stories to represent various historical periods of Durango and Hesperus, including the interdependence of the train and local communities. They will design a 'Historical Map Quilt,' where each student contributes a fabric square depicting a historical event or landmark, forming a collaborative map. Additionally, students will produce a 'Living History Video Diary,' acting out narratives or interviews with historical figures, to be showcased during the exhibition. They will also write an opinion piece about their dream job inspired by studying jobs in the 1880s. These products will be displayed and explored during the 'Then and Now Gallery Walk' and 'Living History Museum' day.

Launch

Begin the project with an interactive 'Time Capsule Creation' workshop, where students examine photographs of the Durango Silverton train and discuss its role in shaping local jobs and businesses in the 1880s. Students will gather artifacts and create timeline exhibits using drawings and models, capturing key historical moments and the interdependence between the train and the community. This engaging activity will spark interest and provide a foundation for their exploration of Durango and Hesperus's history.

Exhibition

Host a 'Time Travelers' Fair' where students dress up as historical figures from Durango and Hesperus, present their research on how these figures contributed to the community, and share poetry about life in the 1880s. Organize a 'Then and Now Gallery Walk' where students display their timeline exhibits, maps, and creative works that compare historical and modern-day Durango and Hesperus, inviting family members and community partners to explore and ask questions. Develop a 'Living History Museum' day where students transform the classroom into different historical scenes, using props and costumes to reenact key events and daily life from the past, with guided tours for visitors. Include an 'Opinion Writing Showcase' where students present their dream jobs inspired by their study of 1880s occupations, highlighting the interdependence of the train and local businesses in La Plata County.

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Project Launch and Introduction - Begin with a 'Time Capsule Creation' workshop where students examine photos of the Durango Silverton train, native animals, and plants; discuss their significance in shaping local jobs and businesses in the 1880s, sparking interest in the project (45 min)	Exploration of Historical Jobs - Students learn about various jobs from the 1880s in Durango and Hesperus by role-playing different characters and discussing how these jobs contributed to the community's development (20 min) Community Map-Making - Create a collaborative class map highlighting key landmarks and natural features of Durango and Hesperus, introducing geographic terms and tools (25 min)	Visit from Local Historian - Host a guest speaker session with a local historian to share stories about the interdependence of the train and local businesses, allowing students to ask questions and gather primary source information (30 min) Reflective Journal - Students write in their journals about what they learned from the historian and how it connects to their community today (15 min)	Timeline Creation - Begin constructing a class timeline of key historical events from 1870 to the present day, focusing on the train's influence on the community (30 min) Artistic Expression - Students draw or paint a scene depicting life in the 1880s, highlighting the role of the train, which will be added to the timeline (15 min)	Interactive Map Exploration - Engage in a hands-on activity using maps to locate and describe spatial patterns and places in Durango and Hesperus, reinforcing geographic skills (25 min) Class Discussion - Facilitate a discussion on how people manage, modify, and depend on their environment, using examples from the week's activities (20 min)
Deliverables	1. Collaborative class timeline showcasing key historical events from 1870 to present day, with a focus on the train's impact on local jobs and businesses.
Preparation	1. Gather photos of the Durango Silverton train and native animals/plants. 2. Prepare materials for map-making activities, including large paper, markers, and geographic tools. 3. Arrange a guided tour with the local historical museum, ensuring access to relevant exhibits. 4. Collect resources and primary/secondary sources for timeline research, such as books, articles, and online databases. 5. Set up reflection session materials, including journals or tablets for opinion writing drafts.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Job Exploration Role Play - Students role-play as different workers from the 1880s in Durango and Hesperus, discussing their roles and how they contributed to the community (25 min) Opinion Writing Introduction - Introduce students to opinion writing by brainstorming dream jobs based on historical roles, focusing on expressing opinions clearly (20 min)	Historical Job Research - Students use primary and secondary sources to research specific 1880s jobs, focusing on the interdependence between the train and local businesses (30 min) Reflective Journal Writing - Students reflect on the importance of the train in their journals, connecting historical insights to their own community experiences (15 min)	Community Partner Workshop - Engage with a local historian or museum expert to learn more about the economic and social dynamics of Durango and Hesperus in the 1880s (25 min) Collaborative Mural Planning - Begin planning a collaborative mural that incorporates historical jobs and the train's role, using sketches and discussions (20 min)	Timeline Expansion - Add researched historical jobs and key events to the class timeline, emphasizing patterns of continuity and change (25 min) Opinion Writing Draft - Students draft an opinion piece about their dream job inspired by 1880s occupations, focusing on how these jobs influenced community development (20 min)	Peer Review Session - Conduct a peer review of opinion writing drafts, providing constructive feedback to peers (20 min) Mural Creation - Begin creating the collaborative mural, incorporating artistic representations of historical jobs and the train, fostering teamwork and creativity (25 min)
Deliverables	1. 1. A completed collaborative map of Durango and Hesperus with labeled landmarks and natural features. 2. 2. A collection of student-created artworks depicting the natural landscapes of Durango and Hesperus. 3. 3. An opinion writing piece from each student about their dream job inspired by the 1880s occupations.
Preparation	1. 1. Coordinate with local artists to schedule and plan the art workshop, ensuring they have materials and themes ready. 2. 2. Gather resources such as books, photographs, and stories about 1880s jobs and the role of the Durango Silverton train. 3. 3. Prepare art supplies for the students, including paper, paints, brushes, and other necessary materials. 4. 4. Arrange for maps, atlases, or digital resources to assist students in the map-making activity.

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Historical Figure Role-Play - Students choose a historical figure from Durango or Hesperus and prepare a brief presentation, sharing their figure's contribution to the community (20 min) Dream Job Opinion Writing - Begin drafting an opinion piece about a dream job inspired by 1880s occupations, considering the role of the train in local businesses (25 min)	Map Quilt Assembly - Collaborate to sew the 'Historical Map Quilt,' with each student contributing a fabric square depicting a historical event or landmark (45 min)	Living History Video Recording - Students record video diaries acting out historical narratives or interviews with figures from Durango and Hesperus (30 min) Peer Review Session - Students share their opinion writing pieces with classmates for feedback and revisions (15 min)	Final Touches on Exhibits - Complete any remaining work on timeline exhibits, 'History in a Box' projects, and video diaries for the exhibition (30 min) Group Reflection - Reflect on the learning journey and discuss how the elements of Durango and Hesperus's history inspire future aspirations (15 min)	Exhibition Preparation - Set up the classroom for the 'Then and Now Gallery Walk' and 'Living History Museum' day, arranging all student projects and exhibits (20 min) Family and Community Exhibition - Host the exhibition, inviting family members and community partners to explore and ask questions, with students acting as docents and presenting their work (25 min)
Deliverables	1. Completed opinion writing piece about dream jobs in the 1880s. 2. Collaborative mural project depicting historical landmarks and natural features of Durango and Hesperus. 3. Art pieces created during the workshop with local artists. 4. Revised timeline exhibits and maps with feedback from the 'Gallery Walk'. 5. Costumes and props prepared for the 'Living History Museum' day.
Preparation	1. Gather primary and secondary sources related to jobs in the 1880s and the role of the train in La Plata County. 2. Arrange for local artists to conduct an art workshop with students. 3. Provide materials for art projects, including paints, brushes, canvases, and fabric for the mural. 4. Organize costumes and props for the 'Living History Museum' reenactments. 5. Prepare space for the 'Gallery Walk' and ensure students have sticky notes for feedback.