California+Gold+Rush+Unit+Fall+II+2014

**Name:** Sherelle McKenzie, Keri Weigand and Breanna Misiaita **Unit Title:** The California Gold Rush **Grade Level:** 4 **Subject:** History **Time Frame:** This is a 10-day unit. Lessons will take approximately 50 minutes but will go into the next day if needed. The fully developed 10-day unit is in this file:

TEP 546 Understanding by Design Gold Rush Unit Table of Contents Stage 1: Desired Results................................................................1 - Common Core State Aligned Standards.........................................2 - Big Ideas & Essential Questions ..................................................2 - Vocabulary & Processes/Skills ....................................................2

Stage 2: Assessment Evidence......................................................3 - GRASPS Performance Assessment.............................................3 - Performance Assessment Rubric..................................................3

Stage 3: Learning Plan/Lesson Plans.............................................4 -Day 1 The Discovery: .................................................................5 -Day 2: Who Came and How? .......................................................7 -Day 3: Who Came and How? cont'd..............................................10 -Day 4 Who were the 49? ............................................................16 -Day 5 How was business or trade affected? .................................19 -Day 6 What roles did women play?...............................................20 -Day 7 The cost of mining to the environment.................................21 -Day 8 The Gold Rush and Diversity..............................................22 -Day 9 California's Economy.........................................................24 -Day 10 Performance Assessment.................................................26

Additional Lesson Resources **Day 7:** Gold Rush: The cost of mining to the environment. 4.3.3- Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­cal environment.  **Day 8:** The Gold Rush and Diversity 4.4.3-Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups.   4.4.2- Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns.
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 * Day 9: **<span style="font-family: Verdana,Geneva,sans-serif;">California's Economy
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<span style="font-family: Verdana,Geneva,sans-serif;">[|CCSS.MATH.CONTENT.4.NBT.B.4]-Fluently add and subtract multi-digit whole numbers using the standard algorithm.

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 * <span style="font-family: Verdana,Geneva,sans-serif;">Sources: **

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