Content Theme:
Developed by:
Finding and leading our way through Arizona
Emily Mann
Contextual Paragraph for Resource Set:
Many people have passed through Arizona and how has our region changed.
You are a virtual tour guide traveling through Arizona history, geography and the lives of those
who have lived and passed through. Modifying the GoogleEarth KMZ file and the links listed at
each marker, you will connect at least four place markers and its corresponding image, video
or audio clip on the Arizona map giving the visitors clues of where to visit. For example, if you
are at a migrant camp in 1937, you give your traveler a clue to get to the next stop on the
journey: “You travel back/forward in time ____ years and fly to the northeast. They are there
because_____. You find people wearing _____, living in houses looking like _____ and doing
_______. A quote from a resident or witness to that time describes their life or experience at
that place as: “___________.” Where do you go from here? This image/audio clip/video
represents what in Arizona history? Recreate the “story” of your experience in early Arizona in
an audio tour on Google Earth.
Bonus: Place a marker where the next most important video/audio/image archive will be
planted and explain its placement.
Download Google Earth KMZ file:
http://www.mscd.edu/tpsmountainplains/assets/ARS/Arizona History.kmz
Teaching with Primary Sources - Annotated Resource Set
1
Applicable Arizona State Standards
Strand 1
Concept 1: Research Skills and History
Concept 8: Great Depression
Grade 4:
PO 4. Locate information using both primary and secondary
sources.
Grade 5:
PO 4. Formulate questions that can be answered by historical
study and research.
PO 7. Analyze cause and effect relationships between and among
individuals and/or historical events.
Grade 8
PO 3. Describe how the following New Deal programs affected the
American people:
a. works programs (e.g., WPA, CCC, TVA)
b. farm subsidies
c. Social Security
Grade 5 through High School
PO 5. Evaluate primary and secondary sources for:
a. authors’ main points
b. purpose and perspective
c. facts vs. opinions
d. different points of view on the same historical event (e.g.,
Geography Concept 6 – geographical perspective can be different
from economic perspective)
e. credibility and validity
Strand 4: Geography
Concept 4: Human Systems
Grade 8
PO 1. Identify the push and pull factors (e.g., economic conditions,
human rights conditions, famines, political strife/wars, natural
disasters, changes in technology) that drive human migrations.
PO 2. Describe the effects (e.g., economic, environmental, cultural,
political) of human migrations on places and regions.
Concept 5: Environment & Society
PO 1. Identify the physical processes (e.g., conservation of natural
resources, mining, water distribution in Arizona) that influence the
formation and location of resources.
Strand 3: Foundations of government
Grade 4:
PO 4. Describe the varied backgrounds of people living in Arizona:
a. shared principles, goals, customs and traditions
b. diversity in one’s school and community
c. benefits and challenges of a diverse population
Teaching with Primary Sources - Annotated Resource Set
2
Teaching with Primary Sources - Annotated Resource Set
3
Annotated Resource Set (ARS)
Cotton picker's camp,
Salt River Valley,
Arizona. For many
refugees from the
Southwest, Arizona is a
stopping point on the
way to California, where
money can be made
during the cotton
harvest with which to
continue the journey.
Housing for migratory
cotton laborers near
Casa Grande, Arizona.
First Indian school in
Arizona at the Pimo [i.e.,
Pima] Reservation - a
group of about 50 boys
and girls [and] The
happy hunting grounds
on the banks of the Rio
Colorado.
Phoenix Map
Phoenix capital building
Drought refugees in
Phoenix, Arizona. One
of the many cases of
Tennessee ex-farmers
drifting around, looking
for work in cotton.
http://hdl.loc.gov/loc.p
np/fsa.8b32390
http://hdl.loc.gov/loc.p
np/fsa.8b15322
http://hdl.loc.gov/loc.g
md/g4334p.pm000110
http://hdl.loc.gov/loc.p
np/pan.6a00577
http://hdl.loc.gov/loc.p
np/fsa.8b29758
Panoramic of UofA
Panorama of Tucson &
vicinity
http://lcweb2.loc.gov/c
gibin/query/i?pp/ils:@fiel
d(NUMBER+@band(cph
+3g05613)):displayType
=1:m856sd=cph:m856sf
=3g05613
Panorama of Tucson
U of A Old Main
Tucson Courthouse Row
Drought Refugees in
Maricopa
Teaching with Primary Sources - Annotated Resource Set
4
Audio/Song
http://hdl.loc.gov/loc.p
np/pan.6a17181
http://hdl.loc.gov/loc.p
np/pan.6a00472
http://hdl.loc.gov/loc.p
np/pan.6a17148
http://moourl.com/uam
ain
Tucson Courthouse Row
http://memory.loc.gov/
afc/afcts/audio/414/414
8a1.mp3
Notes/Comments:
Teaching with Primary Sources - Annotated Resource Set
5
Resource Set
Mr. Coolidge becomes
an honorary member of
the Smoki[i.e., Hopi]
tribe of Arizona. Miss
Grace M. Sparks, Secty.
of the Chamber of
Commerce of Prescott,
Ariz. and H.M. Watkins,
Secty. of the Chamber
of Phoenix.
Hopi Indians dance for
TR at [Walpi, Ariz.]
1913
The Roosevelt Dam [1]
TR speaking at the
dedication of Roosevelt
Dam, 1911
Scenes of Roosevelt
Dam
"Dear Mr. President",
Tucson, Arizona,
January or February
1942 After the day of
Infamy
Audio
movie
http://hdl.loc.gov/loc.p
np/cph.3c11398
http://memory.loc.gov/
mbrs/trmp/4121.mov
http://memory.loc.gov/
mbrs/trmp/4095s1.mov
http://memory.loc.gov/
mbrs/trmp/4165.mov
http://memory.loc.gov/
mbrs/trmp/4142.mov
http://hdl.loc.gov/loc.af
c/afc1942003.sr46
Notes/Comments:
Teaching with Primary Sources - Annotated Resource Set
6
Annotations
Grade
Level
Grade 5
Curriculum
Connections
Social Studies
Civics/Government
Curriculum
Standards
SS1 C1
PO 4. Formulate
questions that can be
answered by
historical study and
research.
PO 7. Analyze cause
and effect
relationships
between and among
individuals and/or
historical events.
Learning Objectives
Content Objectives
Thinking Objectives
Students will use primary source
materials to understand the
perspective and life situation on
Arizonans during the first part of
the 1900s and draw connections
to the various stages of the
state’s development through
the eyes of a traveler.
Students will deduce and create
a scenario surrounding the
subjects of the primary source
material and explain their
relationship to the location and
whether it is temporary.
Students will analyze and evaluate
elements of the primary source
materials to understand its place
in Arizona history and
development. They will
communicate their understanding
of the significance by describing
the place and event in first person.
Students focus on key details and
characteristics of the artifacts in
order to give proper “clues” to
those who follow their path.
Suggested Learning
Strategies
Suggested
Assessment
Strategies
Students use background from
text on early Arizona history in the
1900s and accompanying
literature to understand the key
factors in Arizona growth and
development, including water,
farming and mining.
Links to Other
Resources
Downloadable KMZ file at
the bottom of the wiki
page
http://pimarsc.pbwiki.com
/GoogleEarth
Students will take a tour through
Arizona on Google Earth marking
their favorite sites with markers
and descriptive details.
Self-, Peer-, and teacherevaluation of markers and
descriptions.
Students are grouped to form
communities of residents who are
expert in the major counties.
Student KMZ files and the
accompanying narrative of
the journey.
Great Depression
Literature for children
http://www.carolhurst.co
m/subjects/ushistory/depr
ession.html
Students create narratives
from each others’ scavenger
hunts and share.
Technology
ISTE NETS, Students:
1. Creativity and
Innovation.
a. b. Create
original works as
a means of
personal or group
expression
Writing
PO 1. Write a
narrative based on
imagined or real
events, observations,
or memories that
includes:






characters
setting
plot
sensory details
clear language
logical sequence
of events
Teaching with Primary Sources - Annotated Resource Set
Students will create a Google
Earth kmz file to be shared that
will lead other students through
Arizona landmarks and the
minds of the residents and
participants.
The Google Earth file will
describe events from first
person, as the participant in the
event highlighted by the primary
source characters/situation.
The story they create will carry
the map reader along to the
sites through clues and
perspective.
7