The Landscape and the Denver Federal Center

Intended Level:

Grade 7

Subject:

Social Studies

Time:

Two fifty-minute periods

Focus:

Students will learn how to interpret primary source photographs and create and analyze a historical map. The map will have accurate map conventions and show change in the landscape of an area.


Standard Assessed:

Geography 1: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.

1.1 Students know how to use maps, globes, and other geographic tools
        interpret and construct maps, globes, models, charts, and geographic databases
1.2 Students develop knowledge of Earth to locate people, places, and environments
       Identify and locate physical and human features in their own and nearby communities, in the United States, and in regions of the world
1.3 Students know how to analyze the dynamic spatial organization of people, places, and environments.
      Explain different land use patterns in urban, suburban, and rural areas

Standard Addressed:

History 2: Students know how to use various processes and resources of historical inquiry.

2.3 Students know how to interpret and evaluate primary and secondary sources of historical evidence.
      Interpret the data in historical maps, photographs, works of art, and other artifacts

Assessment:
Students will create a historical map that illustrates the changes in the landscape of the Denver Federal Center (formerly Denver Ordnance Plant) in Lakewood, Colorado. The historical map will include boundaries of the Denver Ordnance Plant (DOP) as it appeared during World War II and boundaries as it appears today as the Denver Federal Center (DFC). Students will also represent commercial and residential growth in the area. Students will include standard map conventions such as key, title, and compass rose. In addition to the map, students will need to answer three questions that analyze the information found on their map regarding land use of the area. (See Day 2 procedure)


Materials:

Support Materials:

Copies of the following for each group of four students:

Possible Procedures:

Day 1:
1. Divide students into groups of four. Explain to the class that they are going to be looking at some photographs and will need to find clues in the photos that would help them decide where and when the photos were taken. Mention that clues could be found in the land, signs, clothing style, and automobile styles. Give the groups photos 1 - 3. After about 10 minutes, ask the groups what they have discovered. Ask the following questions:

2. After the class understands the location as being Lakewood, ask them about the buildings in Photo 1. "What large group of buildings do we have in Lakewood that this might have become?" Students should recognize this as being the Federal Center.

3. Hand out the remaining photos to the group and the handout about the history of the DFC. Using the metadata (bibliographic information) of each photo talk about the purpose of the Denver Ordnance Plant (DOP) during World War II and how the focus changed after the war to a complex housing federal agencies. Tell the class that the Denver Federal Center is the largest compound of federal buildings outside of Washington, D. C.

4. Use these photos to have discussions about the time period depicted (1940's) and about how things have changed (clothing, cars, and especially the landscape). Ask students what they would see in these photos if they were taken today. (Possible answers would be houses, stores, parks, and tall buildings in front of the foothills.)

5. From the history of the DFC handout, have each group create a simple timeline showing major events in the development of the DFC. This can be done within the small groups or as a whole class on the board, depending on the class's experiences with creating timelines. (Possible inclusions on the timeline would be the government purchase of land, start of World War II, and name change to DFC.) Groups can share their timelines with other groups and make corrections/additions as needed.


Day 2: Assessment
Students will use the information they learned about the history of the DFC to create a historical map for the assessment. Students may work in their groups but each student needs to create their own map.

1. Review with students the basic requirements of all map-making (title, key, and compass rose). Review the purpose of historical maps and tell students that their maps will show the changes in the area of the DFC.

2. Hand out the historical map rubric, Photo 1, and a copy of the current DFC map to each student group.

3. Help the class determine the two perpendicular roads that are shown in Photo 1 (Sixth Avenue and Kipling) so that they have landmarks to help determine location. Then have students find the same roads on the current map of the DFC. To help students get started, suggest that they draw in these two roads and the physical features of the foothills. Then they need to represent boundaries of the DOP as it was in 1943 (Photo 1) and boundaries of the DFC in 2002. Remind them that different colors can show this and that their key will need to explain what they have done. See Rubric for requirements.

3. For the written assessment, students need to answer the following questions (see historical map rubric):


Lacey Alkire, Creighton Middle School, Lakewood, CO

 

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