The S o u t h we s t :

Overview The S o u t h we s t : Its History and People By Adam McClellam Summary Inez guides readers thro u g h The Southwest: Its History and People and introduces the region by pointing out its d i verse cultural heri t ag e, i t s mineral we a l t h, and its c o n t i nued rapid grow t h. T h e book explores the cultural c o n t ri butions to the region by N at i ve A m e ri c a n, S p a n i s h, a n d A m e rican people thro u g h d e s c riptions of a Hopi villag e in the 1700s, S p a n i s h settlements later in the century, and Stephen Au s t i n s settlement of Texas in the 1820s. R e a d e r s gain an ap p re c i ation of the c o u n t ryside and resources of the region as they travel the Santa Fe and Chisholm trails. Then they witness the exciting boom days of the late 1800s and early 1900s that come with the discove ry of oil and s i l ver and the scramble for l a n d in Oklahoma. Inez concludes her tour with a few details about the region today. Background Information The Southwest re g i o n includes A ri z o n a, N ew M e x i c o, O k l a h o m a, and Te x a s. O ver the ye a r s, the Southwe s t has grown into an import a n t c o n t ri butor to the wo r l d s e c o n o my. In addition to oil, p e t ro l e u m, and natural gas, the Southwest has also d eveloped nu m e rous serv i c e and manu fa c t u ring are a s. C o n t ri butions from the S o u t h west states include ag ri c u l t u re, t r a n s p o rt ation and p u blic utilities, health serv i c e s, e l e c t ro n i c s, ch e m i c a l s, a i r c r a f t, and plastics.the Southwe s t also plays a leadership role in the high-tech industry in such places as Au s t i n, Te x a s, a n d P h o e n i x, A ri z o n a. M a ny of the S o u t h we s t s products are e x p o rted to other parts of the United States and the wo r l d. Learning Objectives G e n re / Text Feature s Reading Skills Writing Skills Social Studies Skills expository photographs, artwork, and captions chapter titles and subheads maps and time line sidebars table of contents and glossary Skill Focus make generalizations use vivid language S u p p o rting Skills main idea and details draw conclusions compare and contrast cause and effect make predictions W riting Fo c u s write a dialogue (narrative) S u p p o rting Skills prewrite conduct research Speaking and Listening present a dialogue orally identify groups that settled the Southwest and their contributions explain how resources of the Southwest affected its development describe events significant to the history of the Southwest compare and contrast the historic and contemporary Southwest use a time line and maps 34 The Southwest: Its History and People

Focus on Reading Before Reading Activate Prior Knowledge B e fo re they read about the S o u t h we s t, h ave students re c a l l the states that comprise the region and locate them on a United States map. On the b o a r d, c re ate a fo u r- c o l u m n ch a rt titled The Southwest. W ri t e A ri zo n a, New Mexico, O k l a h o m a, and Texas a s h e a d i n g s. Ask volunteers to tell one fact they know about each s t at e. W rite their ideas into the ch a rt. H ave students copy the ch a rt in their notebooks and work with a partner to wri t e m o re facts about the stat e s. Students can confi rm the accuracy of these facts as they read the student book. P review G i ve students time to prev i ew the book. A s k : What information do the p h o t o g raphs and illustra t i o n s p r o v i d e? Look at the photograph on page 2 9. What clues in the photo show that it was not taken r e c e n t ly? What people are highlighted in the sidebar features? Set Purpose Ask students if this book reminds them of other books t h ey have re a d. H ave students set a purpose for re a d i n g. A s k : What kind of information do you expect to get from reading this book? E n c o u r age students to give reasons for their answe r s. A r i z o n a New Mexico O k l a h o m a Te x a s Vo c a b u l a ry Strategy: Use Vivid Language Activity Master, Page 38 Read aloud the second p a r ag r aph on page 20 of T h e S o u t h w e s t : Its History and People. Ask students to identify vivid words that bring the cat t l e trails to life. A s k : What words help you to picture the longhorns in your mind? Explain that vivid language may p rovide specific details to i n fo rm the re a d e r. Often these details are conveyed thro u g h s e n s o ry wo r d s, words that evo ke the fi ve senses. H ave students use the Activity Master on page 38 to define each vo c abu l a ry word below and w rite a sentence using the wo r d. E n c o u r age students to use vivid language to make their sentences intere s t i n g. a d o b e mesa ru s t l e r d e rr i c k p ro s p e c t o r ro d e o Correlation to National Standards Language Art s Social Studies G e o g r a p h y S t a t e / L o c a l read to build an understanding of the cultures of the United States apply a wide range of strategies to comprehend and interpret texts use spoken and written language to communicate conduct research culture time, continuity, and change people, places, and environments production, distribution, and consumption world in spatial terms places and regions human systems environment and society See Standards Chart on page 58. The Southwest: Its History and People 35

Focus on Reading (continued) During Reading Read Strategically: Make Generalizations Activity Master, Page 39 Assign each ch apter of the book as independent re a d i n g. H ave students use the A c t i v i t y Master on page 39 to identify g e n e r a l i z ations from the book. Remind students that a g e n e r a l i z ation is a bro a d s t atement that covers many e x a m p l e s. Clue words such as m o s t, m a ny, f e w, u s u a l ly, s e l d o m, ra r e ly, and g e n e ra l ly often signal g e n e r a l i z at i o n s. P rovide an example of a generalization fo r s t u d e n t s, s u ch as In our tow n, i t s usually hotter in Au g u s t than in July. Practice making g e n e r a l i z ations as needed. S t r ategy Ti p : M a ke pre d i c t i o n s Remind students that making p re d i c t i o n s, or info rm e d g u e s s e s, about a passage or ch apter befo re they read it can help them understand what t h ey re a d. Students can rev i ew text fe at u res such as ch ap t e r titles and headings to make p re d i c t i o n s. Then they read to c o n fi rm or modify their p re d i c t i o n s. Note that p redicting engages re a d e r s minds in their reading by giving them a purpose and fo c u s. Suggest that students m a ke a prediction about each ch apter of the book befo re they begin reading it. M e e t i n g I n d ividual Needs For specific strategies on meeting individual needs, s e e p ages 50 55. After Reading R e s p o n d i n g I n i t i ate a class discussion to assess reading compre h e n s i o n. A s k : Identify the cultures that settled in the Southwest. (See page 9 in the student book.) (identify main idea and details) W hy was corn so important to the Hopi of the 1700s? ( S e e p age 10.) (draw conclusions) What were some differences between a Hopi pueblo and the Spanish town of A l bu q u e rq u e? (See pages 10 13.) (compare and contrast) W hy did conflicts break out as more people settled the Southwest in the early 1800s? (See page 17.) (draw conclusions) What effect did silver strikes and oil booms have on the Southwest? (See pages 22 23 and 28 29.) (recognize causeand-effect relationships) Writing and Research: Write a Dialogue Activity Master, Page 40 Ask students to write a short dialogue between two people f rom the student book. Students may choose people f rom va rying time periods and cultures and should be e n c o u r aged to look on the I n t e rnet or in other re s o u r c e s to add to their understanding of the cultures they have ch o s e n. Students can use the Activity Master on page 40 to record info rm ation and plan a d i a l o g u e, including questions and answe r s. The dialogue should include import a n t concepts that clarify each p e r s o n s identity. Communicating: Speaking/Listening P resent a dialogue Pairs of students can pre s e n t the dialogues they wrote to a small gro u p. E a ch part n e r chooses a ch a r a c t e r s part to re a d. Pa rtners should practice until they are comfo rt abl e, making small changes so that the speech sounds like nat u r a l c o nve r s at i o n. Students presenting should speak in character speak clearly and at an appropriate volume make eye contact and engage in natural-sounding conversation with a partner Listeners should listen politely identify characters identify main ideas related to each character 36 The Southwest: Its History and People

Extend and Assess Focus on Social Studies Follow the Tr a i l s H ave students pre p a re an i l l u s t r ated pre s e n t ation ab o u t the Santa Fe Trail and the Chisholm Tr a i l. Students should include rough maps show i n g the location of each trail and p i c t u res showing typical t r avelers and activities along the t r a i l. Students should org a n i z e their info rm ation into a booklet or a poster, w i t h e x p l a n at o ry text as necessary, and should be pre p a red to explain their work to the class. Students can use info rm at i o n f rom The Southwest: Its History and People as well as from other s o u r c e s. P re s e n t ations should give information about both trails include maps and original or found illustrations contain brief text paragraphs or captions explaining their work be clear and well organized Map A c t i v i t y Activity Master, Page 41 Students can use the A c t i v i t y Master on page 41 to identify places located in the Southwe s t. T h ey can use the maps in the student book as well as other m aps and re fe rence sources to help them locate these places. Students then choose one of the places on the map and w rite a parag r aph explaining h ow the location of this place a f fected life there in the past. Assessment Options Use the fo l l owing assessment options to assess understanding of The Southwest: Its History and P e o p l e. Q u e s t i o n s Ask the fo l l owing questions d u ring individual confe re n c e s, or have students write the a n swers independently in their n o t eb o o k s : 1 Identify three cultures found in the Southwest and tell one influence of each. 2 Describe three natural resources that drew people to settle in the Southwest. 3 Name the states that make up the Southwestern region, and name one event in each that is significant to its history. 4 Describe what the life of a cowboy was like in the 1800s. 5 What are some similarities and differences between the Southwest in the past and the Southwest today? Assessment Activity Students can choose one of the events on the time line on p ages 6 and 7.Then they can w rite a short parag r aph in w h i ch they describe the eve n t in detail and explain why it was important enough to be included on the time line of S o u t h west history. Pa r ag r aphs should identify one of the events listed on the time line describe the event clearly explain the event s historical significance to the region use correct grammar and mechanics Multiple-Choice Test Use the mu l t i p l e - choice test on p age 68. C ro s s - C u rricular Connection M a t h e m a t i c s Students can cre ate a budget fo r a thre e - d ay va c ation from their home to a destination in the S o u t h we s t. Guide students to o rganize their budget into thre e c at e g o ri e s, s u ch as lodging, e n t e rtainment (tourist sites and a c t i v i t i e s ), and transport at i o n (air fa re, bus fa re, car re n t a l ). H ave students use new s p ap e r s, t r avel mag a z i n e s, and the I n t e rnet to gather rates for each c at e g o ry. E n c o u r age students to look for the best rates possibl e. Home-School Connection Ask students to choose one city or region in the Southwest and s h a re facts they have learn e d with fa m i ly members.t h e fa m i ly can then compare their own home to the area in the S o u t h we s t. First they should l o c ate the area on a map or at l a s and discuss what they alre a dy k n ow about the place.t h e n t h ey can use resources such as t r avel mag a z i n e s, e n c y c l o p e d i a e n t ri e s, n ew s p aper art i c l e s, a n d so on to learn more.topics to c o m p a re can include touri s t at t r a c t i o n s, we at h e r, p o p u l at i o n, and locat i o n. The Southwest: Its History and People 37

Name Vocabulary: Use Vivid Language The Southwest: Its History and People The words below are vo c abu l a ry words from The Southwest: Its History and P e o p l e. Use the book and the glossary to write the meaning of each wo r d. T h e n w rite a sentence that includes the wo r d. Use specific details and words that recall the fi ve senses (taste, t o u ch, s m e l l, h e a ri n g, and sight) in your sentences. Vivid words like these will make your sentences interesting and info rm at i ve. 1. a d o b e 2. derr i c k 3. mesa 4. pro s p e c t o r 5. ro d e o 6. ru s t l e r 38 Activity Master Vocabulary

Name Reading: Make Generalizations The Southwest: Its History and People G e n e r a l i z ations are broad statements that ap p ly to many examples. M a ny g e n e r a l i z ations include such words as m o s t, m a ny, n e a r ly, ra r e ly, o f t e n, f e w, and g e n e ra l ly. Read the fo l l owing statements from The Southwest: Its History and People. W rite g e n e ralization or not a generalization for each stat e m e n t. If a s t atement is a generalizat i o n, g i ve two examples to support it. 1. Whoever owned it, much of the Southwest was still wide open country. (page 17) 2. When they plant corn, the Hopi use a stick to dig a deep hole. (page 10) 3. Over time, millions of dollars worth of goods moved across the dusty country from Missouri to New Mexico. (page 17) 4. Some came to strike it rich. (page 22) 5. By the time the sun sets, Guthrie is a bustling place with more than 10,000 people. (page 26) 6. Many traditions live on in the Southwest. (page 30) Reading Strategies Activity Master 39

Name Writing: Write a Dialogue The Southwest: Its History and People W h at would happen if two people from The Southwest: Its History and People we re able to meet? W h at questions might they ask one another? W h at wo u l d t h ey learn from one another? Choose two of the people listed below.t h e n use the space below to plan a conve r s ation they might have. Hopi Indian from the 1700s Spanish settler around Albuquerq u e oil driller silver miner Stephen Austin or a member of his colony Nat Love Susan Shelby Magoff i n other 1. Write the names and the identity of the people for whom you will write a conversation, or dialogue. 2. Use the student book to write two important facts about each person s life. 3. Use an outside re s e a rch source to find out more. Write one new thing you learn about each person or each character s life. 4. What questions would your characters most like to ask one another? Write three questions for each person. Now use a separate sheet of paper to write your dialogue. Use the format shown below. Sally: What is most exciting about being a cowboy? Jack: I like riding my horse across the wide open land. 40 Activity Master Writing

Name Social Studies: Label a Map The Southwest: Its History and People L abel the map of the Southwest with the places listed below. Use the map in The Southwest: Its History and People and other resources to complete the map. Label the following: A r i z o n a New Mexico O k l a h o m a Te x a s 1. Draw circles on the map to locate and label the following: Albuquerque, Santa Fe, Austin, Tombstone, Guthrie, Beaumont. 2. Choose one of the towns or cities on the map. Write a paragraph about the place. In your paragraph, describe how the location of this place affected life there long ago. If you need to, continue your paragraph on the back of this page. Social Studies Skills Activity Master 41