Peaks and Valleys Teacher Guide Copper State Chronicles
Lesson 1: Peaks and Valleys | Geography Comparison
Arizona 3.RI.9
Learning Objective
Students will compare and contrast the most important points and key details presented in two texts about Arizona's geographical regions.
Materials
Landscape Slides
Twin Peaks Worksheet
Venn Diagram Poster
Regional Maps
Pacing
60 Minutes
Hook: 10m
Instruction: 15m
Activity: 25m
Debrief: 10m
Lesson Procedures
1
The Hook: Mystery Landscapes
Show two photos: The Grand Canyon and a Phoenix cityscape. Ask: "How are these two places in the same state?" Discuss the concept of different regions within one state.
2
Direct Instruction: The Compare/Contrast Tool
Introduce standard 3.RI.9. Model using a Venn Diagram with two short blurbs about cats and dogs. Emphasize looking for "Key Details" (elevation, climate, landmarks) when comparing Arizona regions.
3
Guided Practice: Reading the Land
Distribute the "Twin Peaks Worksheet." Read Text A (The High Plateau) together. Highlight key details in orange. Read Text B (The Low Desert). Highlight key details in blue.
4
Independent Activity: Finding the Bridge
Students complete the Venn Diagram on their worksheet. They must find at least 3 differences for each side and 2 similarities (both in Arizona, both have unique wildlife, etc.).
Scaffold & Support
Provide a word bank for the Venn Diagram (e.g., elevation, hot, cold, pine trees, cactus). Partner students for paired reading.
Extension
Students can write a short "Postcard from a Region" explaining why they prefer the Plateau over the Basin or vice-versa.
Peaks and Valleys Worksheet Peaks and Valleys
Landscape Comparison Activity (RI.1, RI.4, RI.9)
Name:
Date:
Mission: Read the two reports from the Arizona Exploration Team. Use the information to answer the standardized-style questions and complete the comparison map.
Text A
The Colorado Plateau
The Colorado Plateau is located in northern Arizona. This region is very high up, which makes the air much cooler than in other parts of the state. During the winter, it often snows! Huge pine forests cover the mountains here.
The most famous part of this region is the Grand Canyon. Over millions of years, the Colorado River carved deep into the rock. You will also find monoliths , which are giant rock towers, in Monument Valley. Because the elevation is so high, many people call this the "High Country."
Text B
The Basin and Range
The Basin and Range region covers the southern and western parts of Arizona. This area is much lower in elevation . It is famous for its wide, flat valleys (basins) and steep, rocky mountain ranges. The weather here is very hot and dry for most of the year.
This is where the Sonoran Desert is found. Instead of pine trees, you will see giant Saguaro cacti. Even though it is a desert, many animals like rattlesnakes and coyotes thrive in the heat. Cities like Phoenix are built in these basins.
Quick Check (RI.1 & RI.4)
1. Based on Text B, what is the meaning of the word thrive?
To struggle to stay alive
To grow and do well
To hide from the sun
2. Which sentence from Text A supports the idea that the Plateau is cold?
"Huge pine forests cover the mountains."
"During the winter, it often snows!"
"The Colorado River carved into the rock."
Landscape Comparison Map (RI.9)
Plateau Only
Basin Only
Both
Peaks and Valleys Slides Peaks & Valleys
Comparing Arizona's Geographic Regions
Copper State Chronicles
Today's Mission
Standard 3.RI.9
"I can compare and contrast the most important points and key details in two texts on the same topic."
Compare
Find what is the same.
Contrast
Find what is different.
Are these in the same state?
PLACE A
PLACE B
Both of these are Arizona! How can they be so different?
Search for These Key Details
Climate
Is it hot? Cold? Does it snow? Is it dry?
Elevation
Is it high up? Is it low and flat?
Vegetation
Does it have pine trees or cacti?
Time to Investigate!
Open your Peaks and Valleys Worksheet . We will read about two different regions and use a Venn Diagram to find the secrets of our state.
Step 1: Read Text A
Step 2: Read Text B
Step 3: Compare!
Tribal Traditions Teacher Guide Copper State Chronicles
Lesson 2: Tribal Traditions | Navajo and Hopi Comparison
Arizona 3.RI.9
Learning Objective
Students will compare and contrast key details about the Navajo and Hopi tribes, focusing on homes, food, and traditions.
Materials
Tribal Traditions Slides
First Families Worksheet
Hogan and Pueblo Photos
Comparison Matrix Guide
Pacing
60 Minutes
Hook: 10m
Paired Reading: 20m
Comparison Activity: 20m
Closure: 10m
Lesson Procedures
1
The Hook: Living History
Show photos of a Navajo Hogan and a Hopi Pueblo. Ask: "What materials were used? How are they similar/different?" Discuss how these tribes adapted to the Arizona desert.
2
Reading Strategy: Identifying Categories
Explain that when comparing cultures, we look for categories like Shelter, Food, and Beliefs. Introduce the "Comparison Matrix" as a new tool (different from yesterday's Venn Diagram).
3
Guided Practice: Paired Texts
Students work in pairs. Partner A reads about the Navajo; Partner B reads about the Hopi. They share three facts they found. Then, they switch texts to verify facts.
4
Independent Activity: Tribal Matrix
Students fill out the Tribal Traditions Matrix. They must identify at least one similarity for each category (e.g., both used desert resources).
Support
Provide a "Cut and Paste" version of the matrix where students sort pre-written details into the correct columns.
Extension
Students can research a third Arizona tribe (like the Apache or Tohono O'odham) and add them to their comparison matrix.
First Families Worksheet First Families
Comparing Navajo and Hopi Traditions
Name:
Date:
Instruction: Read the two history reports below. Use a yellow highlighter for details about homes, and a green highlighter for details about food or work. Then, complete the Tribal Matrix on the next page.
Text 1
The Diné (Navajo)
The Navajo people, who call themselves the Diné, traditionally lived in homes called hogans . These were round structures made of wooden poles and covered in thick mud or clay. Hogans were very strong and kept people warm in the winter.
The Navajo were famous for raising sheep. They used the sheep for food and used the wool to weave beautiful, colorful blankets and rugs. They also grew corn, beans, and squash. Family is very important to the Navajo, and they often moved their herds to find fresh grass.
Text 2
The Hopi
The Hopi people are known as "The Peaceful Ones." They lived in large villages called pueblos . These were like ancient apartment buildings made of stone and sun-dried mud bricks (adobe). Many families lived together in these multi-story homes.
The Hopi were expert farmers. They used a special method called "dry farming" to grow blue corn in the desert. They also made beautiful pottery and carved Kachina dolls to teach their children about spirits. Unlike some other tribes, the Hopi stayed in one place for hundreds of years.
Tribal Comparison Matrix
Category The Navajo The Hopi Type of Home Food & Farming What is the Same?
Thinking Question
Why did both tribes use mud and clay to build their homes? Use details from the text to explain your answer.
First Families Worksheet Test Prep First Families
Navajo and Hopi Analysis (RI.1, RI.4, RI.9)
Name:
Date:
Instruction: Read the two reports below. Pay attention to the bold words and the details about how each tribe lived.
Text 1
The Diné (Navajo)
The Navajo people, who call themselves the Diné, traditionally lived in homes called hogans. These were round structures made of wooden poles and covered in thick mud or clay. Hogans were very strong and kept people warm.
The Navajo were famous for raising sheep. They used the sheep for food and used the wool to weave elaborate blankets. They also grew corn, beans, and squash. They often moved their herds to find fresh grass.
Text 2
The Hopi
The Hopi lived in large villages called pueblos. These were multi-story buildings made of stone and sun-dried mud bricks. Many families lived together in these homes. The Hopi are renowned for their pottery.
The Hopi were expert farmers. They used a special method called "dry farming" to grow blue corn. They carved Kachina dolls to teach children about spirits. Unlike some other tribes, the Hopi stayed in one place for hundreds of years.
Evidence and Vocabulary Check
1. PART A: What is the meaning of the word traditionally as it is used in Text 1?
In a new or modern way
In a way that follows old customs
2. PART B: Which detail from Text 1 BEST supports the answer to Part A?
"...round structures made of wooden poles..."
"...covered in thick mud or clay."
Tribal Comparison Matrix (RI.9)
Topic Navajo Hopi Shelter Movement
Copper and Cattle Teacher Guide Copper State Chronicles
Lesson 3: Copper and Cattle | The 5 C's Economy
Arizona 3.RI.9
Learning Objective
Students will compare and contrast the impact of the copper and cattle industries on Arizona's early economy and growth.
Materials
Copper & Cattle Slides
Industry Icons Worksheet
The 5 C's Reference Card
Primary Source Photos
Pacing
60 Minutes
The 5 C's Intro: 10m
Paired Analysis: 20m
Compare/Contrast: 20m
Exit Ticket: 10m
Lesson Procedures
1
The Hook: What's in your pocket?
Hold up a penny (copper) and show a picture of a hamburger (cattle). Explain that for a long time, these were two of the most important things in Arizona. Introduce the "5 C's" (Copper, Cattle, Cotton, Citrus, Climate).
2
Direct Instruction: Economic Details
Show how to look for "Impact" details: Why was this good for the state? What jobs did it create? How did it change the land? This adds a layer of complexity to the 3.RI.9 work.
3
Guided Practice: Industry Deep Dive
Read "The Mining Boom" text together. Identify the key point (Copper brought people and wealth). Read "The Great Ranching Era." Identify the key point (Cattle used the vast grasslands).
4
Independent Activity: Comparison Chart
Students complete the Industry Comparison Worksheet. They focus on finding how these two very different industries both helped Arizona grow into a state.
Scaffold
Provide a graphic organizer with sentence starters: "Copper mining helped Arizona by..." and "Cattle ranching was similar because..."
Extension
Students can design a new "6th C" for modern Arizona (e.g., Computers or Chips) and explain how it compares to the original 5.
Copper and Cattle Worksheet Copper and Cattle
Economy and Growth Comparison
Name:
Date:
The Mission: Arizona grew because of five special things called the "5 C's." Read the two stories below about Copper and Cattle . Underline jobs you see and circle how they changed Arizona .
Text A
The Copper Boom
Long ago, miners discovered that Arizona’s mountains were full of copper. Copper is a red metal used for wires and pipes. Thousands of workers moved to towns like Jerome and Bisbee to work in the deep mines. This brought a lot of money to the territory.
To move the heavy copper, businesses built long railroads. These railroads helped connect Arizona to the rest of the United States. Mining was hard work, but it turned Arizona into one of the wealthiest mining areas in the world.
Text B
The Great Ranches
While miners were underground, cowboys were busy on the surface! Arizona had millions of acres of open grassland. Ranchers brought large herds of cattle to graze on these lands. Cowboys worked long days on horseback to protect the herds.
Cattle ranching became a huge business. The meat was sent all over the country to feed people in big cities. Like mining, ranching needed the railroads to ship their product. Ranching helped settle the wild parts of Arizona and create many small towns.
Industry Comparison Challenge
1. What were the different types of workers in each text?
2. What was one thing both industries needed to be successful?
3. How did these industries help Arizona grow? Give two reasons.
A.
B.
Draw an icon that represents BOTH Copper and Cattle (The 5 C's)
Copper and Cattle Worksheet Test Prep Copper and Cattle
Industry Analysis (RI.1, RI.4, RI.9)
Name:
Date:
Text A
The Copper Boom
Long ago, miners discovered that Arizona’s mountains were full of copper. Thousands of workers moved to towns like Jerome and Bisbee to work in the deep mines. This industry brought a lot of money to the territory.
To move the heavy copper, businesses built long railroads. These railroads helped connect Arizona to the rest of the United States. Mining was hard work, but it turned Arizona into one of the wealthiest areas in the world.
Text B
The Great Ranches
While miners were underground, cowboys were busy on the surface! Arizona had millions of acres of open grassland. Ranchers brought large herds of cattle to graze on these lands. Cowboys worked long days to protect the herds.
Cattle ranching became a huge business. Like mining, ranching needed the railroads to ship their product. Ranching helped settle the wild parts of Arizona and create many towns.
Standardized Quiz (RI.1 & RI.4)
1. Read the sentence from Text A:
"This industry brought a lot of money to the territory."
Based on the text, what does the word industry mean? (Select TWO answers)
A large area of land
A specific type of business
A way to make money
A tool used for mining
2. Which sentence from Text B BEST supports the idea that the cattle business was large?
"Cowboys worked long days to protect the herds."
"Arizona had millions of acres of open grassland."
"Cowboys were busy on the surface!"
Industry Comparison (RI.9)
List one difference in how workers spent their day:
List one similarity in what both needed to grow:
Statehood Stars Teacher Guide Copper State Chronicles
Lesson 4: Statehood Stars | Independence Day Performance Task
Arizona 3.RI.9 Assessment
Learning Objective
Students will demonstrate mastery of 3.RI.9 by comparing and contrasting two accounts of Arizona's road to statehood.
Assessment Type
Performance Task & Quiz
Focus: 1912 Statehood Details
Success Criteria
ID main point of both texts
Find 3 differences
Find 2 similarities
Cites evidence from text
Assessment Flow
1
Review & Recap (10m)
Quickly review the tools we've used: Venn Diagrams and Comparison Matrices. Reminder: "Key Details" are the building blocks of comparison.
2
Reading the Statehood Story (15m)
Students read two texts independently: "The 48th Star" (focus on the date and President Taft) and "A Long Time Coming" (focus on the journey from territory to state).
3
The Comparison Challenge (25m)
Students complete the formal assessment. This includes multiple-choice questions identifying shared details and a short-response section for contrasting.
4
Statehood Celebration (10m)
Final class reflection: "What is the most important thing you learned about Arizona's history this week?"
Scoring Guide
3 - Proficient
Accurately compares/contrasts at least 5 details total.
2 - Developing
Identifies basic similarities but struggles with specific contrast details.
1 - Beginning
Lists facts from texts but cannot relate them to each other.
Statehood Stars Assessment Worksheet Statehood Stars
Arizona 3.RI.9 Assessment
Name:
Date:
Independence Day Task: Read these two accounts of how Arizona became a state. Then, use your skills to compare and contrast the most important points.
Text 1
The 48th Star
On February 14, 1912, Arizona finally became the 48th state in the Union. This day is now called "Statehood Day." President William Howard Taft signed the papers in Washington, D.C., to make it official.
People across Arizona celebrated with parades and parties. They were proud to finally have their own state government. Arizona was the very last of the "lower 48" states to join the country, earning it the nickname "The Last Frontier."
Text 2
A Long Road to Statehood
Before it was a state, Arizona was a territory for about 50 years. It was not easy to join the United States. Leaders in Arizona had to write a constitution, which is a set of rules for the state. They also had to wait for Congress to say "Yes."
One interesting detail is that Valentine's Day was chosen for the signing to show Arizona's love for the country. Even though it took a long time, the people of the territory never gave up. They wanted the same rights as people in other states.
Part 1: Identifying Shared Details
1. Which detail is found in BOTH texts?
Arizona became a state on Valentine's Day.
President Taft signed the official papers.
Arizona was the 48th state to join.
Part 2: Contrasting Key Details
2. Text 1 talks about the celebrations, but Text 2 talks about the rules. Explain one detail from Text 2 that is not in Text 1.
Part 3: The Most Important Point
3. What is the most important point that both authors want you to know about Arizona's statehood?
Statehood Stars Assessment Test Prep Statehood Mastery
Standardized Assessment (RI.1, RI.4, RI.9)
Name:
Date:
Account 1
The 48th Star
On February 14, 1912, Arizona finally became the 48th state. President William Howard Taft signed the papers in Washington, D.C. People across Arizona celebrated with parades. Arizona was the last of the "lower 48" states to join, earning it the nickname "The Last Frontier." This was a momentous day for everyone.
Account 2
The Long Road
Before statehood, Arizona was a territory for 50 years. Leaders had to write a constitution, which is a set of rules. Valentine's Day was chosen for the signing to show love for the country. Even though it took a long time, the people never gave up. They wanted the same rights as people in other states.
Section 1: Vocabulary
1. Read the sentence from Account 1:
"This was a momentous day for everyone."
Which word has the MOST SIMILAR meaning to momentous?
Quiet
Important
Section 2: Evidence
2. PART A: According to Account 2, why did Arizona wait so long to become a state?
They did not have a nickname.
They had to follow a process and write rules.
3. PART B: Which detail from Account 2 BEST supports the answer to Part A?
"Leaders had to write a constitution, which is a set of rules."
"Valentine's Day was chosen for the signing..."
Section 3: Comparison
4. Complete the table below to compare the two accounts.
Detail Account 1 Account 2 Mentions Valentine's Day Mark with X Mark with X Mentions parades
Standardized Modeling Teacher Guide Teacher Guide
Multi-Standard Mastery (RI.1, RI.4, RI.9)
3.RI.1: Evidence
Asking and answering questions; modeling "Part A/Part B" evidence questions common in state testing.
3.RI.4: Vocabulary
Determining meaning of academic and domain-specific words using context clues.
3.RI.9: Comparison
The core unit standard: comparing key details across two texts on the same topic.
Standardized Question Modeling
Standard Question Type Teacher Model Strategy 3.RI.1 Part A/Part B Explain that Part B is the "Because" for Part A. Students must find the exact line in the text. 3.RI.4 Context Clues Model reading the sentence before and after the bold word to find "clue words." 3.RI.9 Comparison Matrix Show how to read across rows to find similarities and down columns for unique details.
Quick Answer Key (Lesson 4)
1. Vocabulary: Important (Momentous)
2. Part A: Process and rules
3. Part B: "Leaders had to write a constitution..."
4. Matrix:
Valentine's Day: BOTH
Parades: Account 1 ONLY
Nickname: Account 1 ONLY
