Come On DownÂ…
Recommended Grade Level(s)
- 3-5
- 6-8
- 9-12
Primary Subject Area(s)
- History
- Geography
- Economics
Related Artifacts
Activity Description
Have groups of four students review the document. Then, using a gallery walk strategy* have each group answer the following questions:
- If you decided to come to Nevada for mining work, which mining company would you choose and why?
- How would you come to town?
- What would motivate you to come?
- What effect would the map, excluding the ads, have on your decision to come?
* Gallery Walks Instructional Strategy: Find a collection of relevant primary sources including pictures, maps, and other documents. Separate students into groups and provide each group with an inquiry question (students may draw their questions randomly from a hat). Have students move from source to source collecting data relating to their question. Upon completing the browsing process, each group should work independently to analyze findings and prepare a response to the question. After completing the responses, allow each group to read their inquiry question and their responses. After all groups complete their presentations, have students discuss whether they might dispute some of the conclusions based on data uncovered by either their group or another group.
Standards Addressed
- History
- Grade 4 Standards
- H1.4.5: Identify contributions of immigrants in Nevada.
- H2.4.2: Describe the experiences of pioneers moving west.
- H2.4.3: Identify explorers and settlers in pre-territorial Nevada.
- H2.4.4: Identify the diverse population of Nevada's early settlers and discuss their unique experiences.
- Grades 6-8 Standards
- H1.[6-8].7: Explore the lure of the West and the reality of life on the frontier as it relates to communication, farming and water issues, mining, and ranching.
- H2.[6-8].1: Summarize the contributions of the diverse populations of Nevada's early settlers.
- H2.[6-8].4: Identify and explain the importance of immigrant and native groups to mining, ranching, railroads, and commerce in Nevada and the United States.
- H2.[6-8].16: Define the concept of Manifest Destiny and explain the events that led to the expansion of the United States.
- Grade 4 Standards
- Geography
- Grade 4 Standards
- G6.4.1: Describe the distinguishing features of historical regions in Nevada, i.e., Native American tribal territories, pioneer trails, and settlement areas.
- G7.4.2: List examples of movements of people, goods, and ideas into and across Nevada.
- G7.4.4: Describe historical and current economic issues in Nevada using geographic resources, i.e., illustrate demographic changes due to mining and gaming.
- Grades 6-8 Standards
- G6.[6-8].4: Evaluate the role regions have played in historical events.
- G7.[6-8].2: escribe how movements of people, goods, ideas, and resources have affected events and conditions in the past and present.
- G7.[6-8].5: Identify a regional or international economic issue and explain it from a spatial perspective.
- Grades 9-12 Standards
- G5.[9-12].3: Apply concepts and models of spatial organization and use quantitative methods to identify and make decisions about geographic information.
- G6.[9-12].4: Analyze selected historical issues, demographics, and questions using the geographic concept of regions.
- G6.[9-12].5: Explain why places and regions are important to cultural identity and can serve as forces for both unification and fragmentation.
- Grade 4 Standards
- Economics
- Grade 4 Standards
- E9.[6-8].1: Discuss choices made by individuals including the concepts of opportunity cost and total benefit.
- E9.[6-8].4: Discuss career paths considering: specific skills required wages, impact of skills on wages.
- E10.4.1: Discuss how the discovery of silver in Nevada affected the forms of money in circulation.
- E11.4.3: Describe resources that are limited in Nevada and ways in which resources are shared.
- 3.4.9: Use information to answer specific questions.
- 4.4.1: Identify the purpose of and gain information from illustrations, graphs, charts, titles, text boxes, diagrams, headings, maps.
- Grades 6-8 Standards
- E9.[6-8].1: Discuss choices made by individuals including the concepts of opportunity cost and total benefit.
- E9.[6-8].4: Discuss career paths considering: specific skills required wages, impact of skills on wages.
- E9.[6-8].5: Demonstrate and explain an understanding of supply and demand in a market, i.e., law of supply and law of demand.
- E10.[6-8].6: Explain the circular flow of economic activity.
- E11.[6-8].3: Determine the advantages and disadvantages of being an entrepreneur.
- Grades 9-12 Standards
- E9.[9-12].1: Analyze choices and incentive systems used by parents, teachers, employers and government using the concepts of: total benefits and opportunity costs, impact of marginal costs and marginal benefits, effectiveness.
- E9.[9-12].4: Evaluate career paths considering: specific skills required, wages, impact of skills on wages, response of wages to market demand.
- E9.[9-12].5: Analyze markets using the concepts of supply and demand, including: impact of changes in supply on prices, impact of changes in demand on prices, impact of price controls.
- E10.[9-12].6: Explain how the circular flow can affect the nation's income.
- E11.[9-12].3: Evaluate how entrepreneurs affect the economy by solving problems, taking risks, and taking advantage of opportunities to earn profits.
- Grade 7 Standards
- 3.7.7: Explain the influence of time periods.
- 3.7.8: Make and revise predictions based on evidence.
- 3.7.9: Use information to answer specific questions.
- Grade 4 Standards
Institute of Museum and Library Services