C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Always Begin Where You AreJason Hanson

TLD 2013

Jax Fish House and Oyster Bar in Denver (Feb 2013)Photo by the Author

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Rocky Mountain Oyster Stout at the Wynkoop Brewery in Denver (Oct 2013)Photo by the Author

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Hama Hama oyster from Washington at Jax in Denver (Feb 2013)Photo by the Author

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Colorado Has

Always Been For

Lovers

A Primary Source Tour of the Miners’

Favorite Aphrodisiac

est. 2013

OysterBar

Denver, CO

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Denver Daily Times, Nov 14, 1874.

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Pearl Street, Boulder (c. 1880-’90)Denver Public Library

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Pearl Street, Boulder (c. 1880-’90)Denver Public Library

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Main Street, Gunnison (1881)History Colorado

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Main Street, Gunnison (1881)History Colorado

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Early Days of Cripple Creek Mining Camp (c.1892-'93)William E. Hook, Denver Public Library

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Early Days of Cripple Creek Mining Camp (c.1892-'93)William E. Hook, Denver Public Library

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Menu from the Hotel de Paris, Georgetown (c.1880-’90)Denver Public Library

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Parker and Huyett, “Out Fit for Four Men Six Months,” The Illustrated Miners’ Hand-Book and Guide to Pike’s Peak, with a New and Reliable Map Showing All the Routes, and the Gold Regions of Western Kansas and Nebraska (St Louis: 1859).

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Parker and Huyett, “Out Fit for Four Men Six Months,” The Illustrated Miners’ Hand-Book and Guide to Pike’s Peak, with a New and Reliable Map Showing All the Routes, and the Gold Regions of Western Kansas and Nebraska (St Louis: 1859).

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Why Give a Shuck?

Why Am I Talking About Oysters in

Colorado?

I’m Not.(Or Not Just)

est. 2013

OysterBar

Denver, CO

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Unloading the Oyster Luggers, Baltimore, MD (c.1905)Library of Congress

Express Shipments of Oysters Leaving Baltimore (c.1905)Library of Congress

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Oyster Dredging (c.1903)William Henry Jackson, Library of Congress

Oyster Luggers at the Docks in Baltimore (c.1905)Library of Congress

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Left: Waste Shell Piles, Baltimore (c.1905)Library of Congress

Top Right: Shell Pile, Hampton, VA (c.1900-1920)Library of Congress

Bottom Right: Early Canned Oyster Packaging (c.1870)Library of Congress

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Seven-Year-Old Rosie Berdich, Shucking an Oyster in Bluffton, SC (1913)Lewis Wicke Hine, Library of Congress

Children Shuck Oysters in a Cannery in Bluffton, SC (1913)Lewis Wicke Hine, Library of Congress

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

The World

Is Our Oyster

- but –

History Starts at

Home

est. 2013

OysterBar

Denver, CO

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Colorado Primary Source Sets

Image

Image

Image

Image

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The annotations, like the context and recommended readings, will be created by the subject-matter expert selecting the primary sources.

A permanent link to the source organization (LOC, DPL, HCC) will be included at the end of the annotation. This link will also allow users to download various sizes of the image.

Clicking on the image at left will take users to a medium-sized image suitable for projecting or printing at a small size. This image will be hosted on the HCC server in association with this site.

Annotations provide contextual information about the source as well as certain metadata (title, creator, date, location, source, etc). The information provided should fit with and build upon the background information above.

Each package contains between 12 and 16 annotated primary sources that form a complete narrative but might also be used independently or in combinations of several.

Background Primary Sources Teacher Resources

Written by subject-matter experts

Provides teachers with introductory information they’ll need to:• assess how this topic might fit with

their classroom plans• relate the basic story to students

Selected by subject-matter experts

Annotations provide teachers with information about the source in keeping with the contextual background provided previously.

Developed by teachers

Suggests grade-specific strategies for using the primary sources in the classroom

Japanese Imprisonment at AmacheHow do you know you’re on the “right side” of history?

How do you build a community behind barbed wire?What does it mean to be a citizen?

1. Background 2. Primary Sources 3. Teacher Resources 4. Additional Resources download: PDF / Word doc

Background

This is the space where subject-matter experts provide a brief overview of the topic and key concepts that relate to it. The text is concise and engaging, presenting the basic background, key events and actors, key themes, and some connections to broader historical narratives. The goal is to provide teachers with information that they’ll need to (A) assess how this topic might fit with their class syllabus and (B) relate the basic story to their students. The page will scroll continuously straight down to the bottom, one section after another, with section heading links above allowing users to skip directly to a specific section. Layout will be simple, clean, and user friendly (white background). A printable version will be available for download.

4th GradeSS09-GR.8-S.1-GLE.1SS09-GR.8-S.1-GLE.2SS09-GR.8-S.2-GLE.1SS09-GR.8-S.2-GLE.2

Standards Alignment

State Standards and Common Core connections by grade level

8th GradeSS09-GR.8-S.1-GLE.1SS09-GR.8-S.1-GLE.2SS09-GR.8-S.2-GLE.1SS09-GR.8-S.2-GLE.2

High SchoolSS09-GR.8-S.1-GLE.1SS09-GR.8-S.1-GLE.2SS09-GR.8-S.2-GLE.1SS09-GR.8-S.2-GLE.2

Teacher Resources

This section includes guidance on how to use primary sources in the classroom as well as suggestions for grade-appropriate critical questions and pedagogical strategies designed to help students engage the primary sources. Teachers from the K-12 level will create it based on the text and primary sources provided by subject-matter experts. These teacher resources will also address connections to state academic standards, common core writing standards for literacy in history and social studies, and sample curriculum units.

4th Grade

Essential Questions

Inquiry QuestionsWriting Prompts Discussion Starters

Activities

Assessments

Recommended Readings

1. A few carefully selected readings for teachers who want to do more research on the topic.

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

A greater focus in our schools on Colorado’s history, people, and places can strengthen the civic cement and enrich our communities.

- Gov. John Hickenlooper

Learn to Love Colorado

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. Moreover, I, on my side, require of every writer, first or last, a simple and sincere account of his own life, and not merely what he has heard of other men's lives; some such account as he would send to his kindred from a distant land; for if he has lived sincerely, it must have been in a distant land to me.

- Henry David Thoreau Walden, Chapter 1

Henry David Thoreau (c.1879)Library of Congress

Primary Sources Worth a Walk to Town

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

Always begin right here where you areAnd work out from here:If adrift, feel the feel of the oar in the

oarlock first,If saddling a horse, let your right knee slugThe belly of the horse like an uppercut,Then cinch his suck,Then mount and ride awayTo any dream deserving the sensible world.

-Thomas Hornsby FerrilThomas Hornsby Ferril (1934)

Denver Public Library

Always Begin Where You Are

C e n t e r o f t h e A m e r i c a n W e s t T u r n i n g H i n d s i g h t I n t o F o r e s i g h t T M

The End / Finished!jason.hanson@centerwest.org

303.735.6185