Gold+Rush

CALIFORNIA GOLD RUSH

THEMATIC

UNIT

 By Liz Muro and Arpie Manuelian

Rationale...........................................................................................................................................................................................................
 * Table of Contents**

Goals....................................................................................................................................................................................................................

Standards.............................................................................................................................................................................................................

Objectives.............................................................................................................................................................................................................

Bubble Map..........................................................................................................................................................................................................

Daily Schedule.......................................................................................................................................................................................................

Accommodations....................................................................................................................................................................................................

Initiating Activity......................................................................................................................................................................................................

Masterpiece............................................................................................................................................................................................................

Moving to California.................................................................................................................................................................................................

Day 1: Literature-The Great Horn Spoon................................................................................................................................................................

Day 2: English- Famous People..............................................................................................................................................................................

Day 3:Science- Erosion Experiment......................................................................................................................................................................

Day 4: Math-Area and Perimeter.............................................................................................................................................................................

Day 5: Art- Make a flag...........................................................................................................................................................................................

Day 6: Music- The Miner Song...............................................................................................................................................................................

Day 7: Writing- Miner Letter...................................................................................................................................................................................

Day 8: Theater-Mining Play.....................................................................................................................................................................................

Day 9: Technology-Webquest.................................................................................................................................................................................

Day 10: Oral Language-Hydraulic Mining................................................................................................................................................................

Closing Activity: Mining for Gold.............................................................................................................................................................................

Bibliography.............................................................................................................................................................................................................

Technology Resources.............................................................................................................................................................................................

Sources......................................................................................................................................................................................................................



Rationale: The California K-12 Academic Content Standards states for the fourth grade curriculum that, “ Students learn the story of their home state, unique in American history in terms of its vast and varied geography, it’s many waves of immigration beginning with pre-Columbian societies, its continuous diversity, economic energy, and rapid growth”. This particular unit will focus on the subject matter of the California Gold Rush. Throughout this unit, students will concentrate on how the Gold Rush transformed the economy of California. Students will also be able to discuss the effects of the Gold Rush on the daily life, settlements, politics, and physical environment. Finally, students will be able to explain the diverse immigration and migration patterns that occurred in California between 1850 and 1900 due to the Gold Rush. Throughout this unit, students will be reading //By the Great Horn Spoon,// by Sid Fleischman. Students will be engaged in several various activities upon completion of the novel. This story will help the students achieve the goal of being able to reflect on the lifestyle and historical background during the Gold Rush. Other various culminating lessons throughout the unit that students are required to complete will help the students achieve the K-12 Academic Content Standards. These lessons will include various lessons from the content areas of: literature, science, art, music, math, written composition, environmental studies, and English. Students will have the chance to complete various assessments, which include written, oral, and hands on activities to demonstrate their knowledge of the California Gold Rush. Students will also have the ability to work in various learning settings, which will include cooperative learning groups, partner work, and independent practice, and whole-group instruction. Students will be given the opportunity in various ways to achieve the learning goals and objective in relation to this unit.

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 * Goals**

The goals are for the students to expand their learning on the California Gold Rush. At the end of this thematic unit they will better understand the effects of the Gold Rush and how it transformed California and the people in it. This lesson includes life in the mines, the impact on the environment, and the importance of the evolution of technology.

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Grade 4: California: A Changing State
 * Standards**
 * History and Social Science**

Sub strand: Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

-4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (i.e., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

-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 (i.e., the 1882 Chinese Exclusion Act).

Sub Strand: Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

-4.3.3 Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (i.e., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

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Grade 4 Writing
 * English Language Arts**

Students write clear, coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
 * 1.0:** Writing Strategies

1.7: Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.
 * Sub-Strand: Writing Strategies**
 * Area: Research and Technology**

Sub-Strand: Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level
 * 1.0:** Written and Oral English Language Conventions

Grade 4 Area: Investigation and Experimentation
 * Science**
 * Sub-strand:** Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results. e.Construct and interpret graphs from measurements f. Follow a set of written instructions for a scientific investigation

Area: Historical and Visual Context Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
 * Visual Arts**
 * 3.0:** Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts

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-The students will describe the discovery of gold and the new of its spread. -The students will dicuss the California Gold Rush and the routes by which people arrived. -The students will be able to explain how gold was mined and effects of mining on the environment. -The students will describe daily life in the goldfields and mining camps.
 * Objectives-**

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 * Planning Web-**



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8:30-8:50 Settle in. Silent Read 8:50-9:50 Language Arts: Reading/Grammar 9:50-10:30 Writing 10:30-10:45 Recess 10:45-12:00 Math 12:00-12:25 Spelling 12:30-1:10 Lunch 1:10-1:40 Health/Art 1:40-2:40 Social Studies/Science 2:40-2:50 Homework logs and jobs 3:00 Dismissal
 * Schedule**

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Student Accommodations/Learning Styles

Student learning styles: In this particular classroom students come from a wide array of learning styles and cultural backgrounds. These students perform at different levels and have different background knowledge on the unit. Many of these students also differ in the way in which they learn. Throughout this classroom can also be seen the various different learning styles. There are many students in this class who display visual, mathematical, spatial, logical, intrapersonal, and kinesthetic learning styles. This particular unit will contain lessons that will focus on the different learning styles to differentiate for these students. Different modifications will be made to ensure that each student achieves the Academic Content Standards.

English Language Learners: - GLAD strategies (visuals, realia, KWL) - Modeling - Wait time - Modified Work Gifted and Talented Education (GATE) - Higher level thinking questions using Bloom’s taxonomy - Extension activities - Become expert on various important people throughout California Gold Rush

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Initiating Activity



The students will make a KWL chart. They will write down what they know about the Gold Rush in one column. They will write what they want to know in the next column. And the last column they will leave blank until the end of the thematic unit.

Vocabulary Preview Treaty-This treaty made California part of the U.S. Mexico and the U.S signed the agreement in 1848. Isthmus- One way to California was to sail to the Isthmus of Panama, cross the narrow strip of land, and then board another ship to sail northwest. Forty-niner- A forty-niner was someone who rushed to California in 1849, joining more than 80,000 in search of gold. Technology- In the first years of the Gold Rush, miners used simple tools to find gold. As gold became harder to find, miners needed more complicated technology. We will then go over our unit discussing in detail all the aspects of the California Gold Rush that we will learn about. Students will then watch on Discovery Education, Trail to Riches: The California Gold Rush and settlement of the Pacific Northwest. After the video has been shown the teacher will bring out many different realia that the students will look at. Different clothing that was worn during the Gold Rush, mining tools, and visuals of gold will be shown. Students will get to explore with the realia to see what life would have been like during the Gold Rush. Students will think-pair-share their ideas with their partners, then they will discuss as a whole group what life might have been like. Lastly, students will journal write what life might have been like as a miner.

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MASTERPIECE

We will go over how California became a territory of the U.S. We will go into the Painting Moving to California. This painting by William Smith Jewett shows a family from the U.S arriving in California in 1846.



Activity:

The student will ask themselves: What details show what kind of future the painter thinks the people in the painting might have?

Examples: <span style="font-family: Arial,Helvetica,sans-serif;">The man looks proud. <span style="font-family: Arial,Helvetica,sans-serif;">The woman holds the child safely. <span style="font-family: Arial,Helvetica,sans-serif;">The family looks hopeful. <span style="font-family: Arial,Helvetica,sans-serif;">The will then write an essay about what they think and why they think that. They should include what they see and also the colors the artist displays.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Materials: <span style="font-family: Arial,Helvetica,sans-serif;">The painting placed on the projector- Moving to California <span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary Note Cards <span style="font-family: Arial,Helvetica,sans-serif;">Paper for a KWL chart

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 1:



<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Subjects: <span style="font-family: Arial,Helvetica,sans-serif;">Social Studies, Literature

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Standards: <span style="font-family: Arial,Helvetica,sans-serif;">Social Studies: 4.3.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

<span style="font-family: Arial,Helvetica,sans-serif;">1.Language Arts: Reading- 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Objectives: <span style="font-family: Arial,Helvetica,sans-serif;">- Students will read the book By the Great Horn Spoon throughout the duration of this unit. <span style="font-family: Arial,Helvetica,sans-serif;">- Students will be given the opportunity to read this book in a whole-group setting, with a partner, and independently to practice their skill of reading. <span style="font-family: Arial,Helvetica,sans-serif;">- Students will gain an understanding on the Gold Rush miners and the entrepreneurs in the story. <span style="font-family: Arial,Helvetica,sans-serif;">- Students will take the role of being an entrepreneur and creating an ad for an item that a gold miner would need. <span style="font-family: Arial,Helvetica,sans-serif;">- Students will create an ad that illustrates and informs the miners about the price of the item. Included will be a slogan for the item. <span style="font-family: Arial,Helvetica,sans-serif;">- Students will summarize the importance of this item, and why every gold miner needs to purchase it.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Materials: <span style="font-family: Arial,Helvetica,sans-serif;">- By the Great Horn Spoon, by Sid Fleischman <span style="font-family: Arial,Helvetica,sans-serif;">- Markers <span style="font-family: Arial,Helvetica,sans-serif;">- Paper

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Lesson:
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">On the third day of this unit, students will be introduced to this book.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Students will be sitting in their cooperative learning groups, but will be working independently to create their ad.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Students will first create a list of all the materials that a miner needs when they first move to California.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">The student will think like an entrepreneur just like the entrepreneurs in the book By the Great Horn Spoon.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">After the student has wrote down a list of all the things that are needed by the miners, they will choose one item, and create an ad for it.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Students need to become the ultimate entrepreneur and create an ad that will make all the miners buy their product.
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">The ad will include an illustration of the item, a slogan, and price for the item will need to be included.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">Students need to remember that their ad needs to be eye-catching because they are competing with many sellers!!!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Assessment: <span style="font-family: Arial,Helvetica,sans-serif;"> After all students have turned in their advertisement, the teacher will be able to asses this lesson on the different components that need to be included on the ad. The teacher will see if the student has understood the significance of creating an ad that will make the miner want to purchase from them. A check off list will be included to make sure that each component has been included in the ad.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 2

Subjects: <span style="font-family: Arial,Helvetica,sans-serif;"> Social Studies and English <span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Lesson: <span style="font-family: Arial,Helvetica,sans-serif;">The students will read the following passages:

People Who Changed California


 * <span style="font-family: Arial,Helvetica,sans-serif;">Mariano Guadalupe Vallejo (1808-1890) **

<span style="font-family: Arial,Helvetica,sans-serif;">In 1835, Mariano Vallejo founded the pueblo of Sonoma, where he raised his family. Vallejo was an official in the Mexican government of California, but he wanted people in California to have more say in their government. He tried to work with newcomers from the U.S., although this could be difficult. Recalling the Bear Flag Revolt, Vallejo wrote,

<span style="font-family: Arial,Helvetica,sans-serif;">“at dawn on the fourteenth

<span style="font-family: Arial,Helvetica,sans-serif;">Of June they surrounded

<span style="font-family: Arial,Helvetica,sans-serif;">My house located on

<span style="font-family: Arial,Helvetica,sans-serif;">The plaza of Sonoma.”


 * <span style="font-family: Arial,Helvetica,sans-serif;">John Charles Fremont (1817-1890) **

<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">John Fremont was a mapmaker in the U.S. army. He explored western frontiers, including California. Later, he was a military leader who fought to add California to the U.S. Later he published a book about his life.

<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Jessie Benton used the power of words throughout her life. She was confident writer and seaker. After marrying John Fremont, she wrote books about his expeditions that sold thousands of copies. Her popular stories and articles about the West made many people want to go there.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Jessie Benton Fremont (1824-1902) **

<span style="font-family: Arial,Helvetica,sans-serif;">**Activity-** <span style="font-family: Arial,Helvetica,sans-serif;">Report two facts you learned from reading one of these biographies. Research one of the people in these biographies and create a timeline of important events in the person’s life. Timelines should summarize the most important events in the lives of the chosen subject drawn from research. Events should be presented in chronological order.

- Pictures of the people mentioned above
 * Materials**

-Print outs of biographies

-Sample timeline

-Computer lab allotted time

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Timeline Rubric

<span style="font-family: Arial,Helvetica,sans-serif;">4 Summarizes the most important main ideas in correct chronological order; reflects careful, multiple-source research; uses correct timeline format.

<span style="font-family: Arial,Helvetica,sans-serif;">3 Summarizes some important main ideas in correct chronological order; reflects good research; uses correct timeline format.

<span style="font-family: Arial,Helvetica,sans-serif;">2 Summarizes few main ideas; sequence of events mostly correct; reflects adequate research; some errors in timeline format

<span style="font-family: Arial,Helvetica,sans-serif;">1 Fails to summarize main ideas; sequence of events incorrect; reflects poor research; many errors in timeline format

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DAY 3



Subjects: <span style="font-family: Arial,Helvetica,sans-serif;"> Social Studies and Science

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Lesson:

<span style="font-family: Arial,Helvetica,sans-serif;">The students will perform an experiment. The students will be asked to see how erosion can happen. They will place a small rectangular pan filled with dirt or sand into a larger pan to catch the sediment. They will prop one end other smaller pan on an edge of the larger pan. They will then pour water onto the sand, creating a stream that carries sediment over the edge of the smaller pan into the larger. The students will then describe what they have observed.


 * Materials:**

-Open space

-Pans

-Dirt/sand

-Large pans

-Sediment

-Water

-Paper

Science Assessment:

<span style="font-family: Arial,Helvetica,sans-serif;">The students will receive full credit if all participate.

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Day 4: Stake Your Claim!!!

<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">**Subjects:** Social Studies and Math

<span style="font-family: Arial,Helvetica,sans-serif;">**Standards:** Social Studies: 4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

<span style="font-family: Arial,Helvetica,sans-serif;">Mathematics: 1.1.1 Measure the area of rectangular shapes by using appropriate units, such as square centimeter (cm2), square meter (m 2), square kilometer (km 2), square inch (in 2), square yard (yd2), or square mile (mi 2).

<span style="font-family: Arial,Helvetica,sans-serif;">**Objectives:**

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will be able to understand how fast the land was being taken by miners during the Gold Rush.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will be able to measure area of their claim that they have staked.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will be able to measure perimeter of the claim that they have staked.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will understand how miners changed the economy of California.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Materials: **


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Pencil
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Paper
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">2 sheets butcher paper
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Gold
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Rectangular and square shapes
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Scissors


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson: **


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Students will surround a table that has been placed outside of the classroom.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">The table will contain butcher paper on it with “gold nuggets” scattered throughout the table, and with the second butcher paper on top, which is colored brown.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Students will be given at random one rectangular or square shape, and the units of square feet will mark these shapes.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">The students will be told that they are miners, and will have 30 seconds to “stake their claim” around the rectangular table.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">When the teacher sets the timer, the students will each have 30 seconds to place their shape anywhere they choose to on top of the butcher paper. When the timer goes off, and the 30 seconds have passed the students have claimed their gold.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">The students will then proceed to cut around their rectangular or square shape to see how much gold they have struck!!
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">Students will take their gold, and go back to their desks to find the measurement of their shapes area and perimeter.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">Lastly the students will convert their claims from feet to yards.


 * <span style="font-family: Arial,Helvetica,sans-serif;"> Assessment: **

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will be able to demonstrate their learning through this project- based lesson. Students will be able to find the area and perimeter of their shape, and convert their measurement from feet to yards after they have claimed their stake. The teacher will be able to walk around and monitor students learning. The students will also be writing down their findings and turning in their written copy to the teacher as another assessment form.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 5

<span style="font-family: Arial,Helvetica,sans-serif;">**Subjects:** Social Studies and Art



<span style="font-family: Arial,Helvetica,sans-serif;">The students will read the passage in the book relating to the Bear Flag Revolt. They will build on prior knowledge that California was first home to California Indians. Next, Spain ruled it and later, it was part of Mexico. Then some groups wanted it to become part of the U.S. The main idea of the reading is that the U.S wanted control of California. They will learn about Manifest Destiny and how it was the idea that the U.S should stretch across North America, from the Atlantic to the Pacific Ocean. They will also read about President Polk and how he wanted to U.S to control California because he said the U.S had a right to California’s land. Its ports would increase trade and protect the country. The main idea of the Bear Flag Republic is that settlers from the U.S rebelled against Mexican California. The symbols and words of the Bear Flag became part of the state flag of California. The Bear Flag Revolt was the first step on a path that would end 25 years of Mexican government in California. The Bears took control of the Mexican army headquarters at Sonoma. They declared a new country, the Republic of California, and raised a new flag to stand for it.
 * Lesson**

<span style="font-family: Arial,Helvetica,sans-serif;">**Activity**- <span style="font-family: Arial,Helvetica,sans-serif;">Make a picture that compares the original flag of the Bear Flag Revolt with the current flag of California.


 * Materials:**

-Book

-Images of Bear Flag Revolt

-Images of California flag

-Cardstock

-Watercolors

-Oil pastels

-Markers

-Crayons


 * <span style="font-family: Arial,Helvetica,sans-serif;">Art Rubric **

<span style="font-family: Arial,Helvetica,sans-serif;">4 Flags shown are accurate; flag details are present

<span style="font-family: Arial,Helvetica,sans-serif;">3 Flags shown are generally accurate; most flag details are present

<span style="font-family: Arial,Helvetica,sans-serif;">2 Flags shown contain some errors; few details are present

<span style="font-family: Arial,Helvetica,sans-serif;">1 Only one flag shown or none at all; incomplete work, details are absent

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">DAY 6: MUSIC



<span style="font-family: Arial,Helvetica,sans-serif;">**Standards:** Social Studies 4.3.3 Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

<span style="font-family: Arial,Helvetica,sans-serif;"> Music: 3.1 Explain the relationship between music and events in history.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Objectives: **


 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will learn about the daily life of a California Gold Rush miner through learning a song.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will learn this song independently.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to understand how music can help explain different events in history.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to learn information through the song that will be sung in class.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Materials: **


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Song by Barbara Speicher
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Music
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Paper


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson: **


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Students will be introduced to a song that explains the daily life of a miner.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Students will learn and discuss the song with their cooperative learning groups.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">The whole class will sing this song, and be able to discuss the different methods that miners used to find gold.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Students will then write a one -page paper discussing the life of a miner.

<span style="font-family: Arial,Helvetica,sans-serif;">**Assessment:** <span style="font-family: Arial,Helvetica,sans-serif;"> Students will be assessed verbally by singing the miner song. Students will also be assessed on their written paper turned in at the end of the lesson.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 7 <span style="font-family: Arial,Helvetica,sans-serif;">**Subjects:** Social Studies and Writing


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson: **

<span style="font-family: Arial,Helvetica,sans-serif;">The students read about the Life in the Goldfields. Mining Gold and Taking Gold from the ground. The will build on prior knowledge by being asked what tools they use to clean their room. Some students may mention a broom or a vacuum. Miners used special tools, too. Different tools let them mine gold in different ways. Miners used technology to get gold. They used tools such as pans, rockers, and long toms. Miners had hard lives and some comforts. Hey earned money from the gold they mined. The technologies miners used affected California’s environment, and people still tell stories about the Gold Rush days. They difficulties of life in the mining camps included long hours, hard work, fire, few stores, and discrimination.

<span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Writing Activity **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">- <span style="font-family: Arial,Helvetica,sans-serif;"> Write a letter that a miner might have written to a parent about work and life in the goldfields.


 * Materials:**

-Torn paper bags

-Book

-Life in the Goldfields printout

- Sample letters


 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing Activity Rubric **

<span style="font-family: Arial,Helvetica,sans-serif;">4 Clear awareness of audience; purpose and context clear; format corrct; mechanics correct

<span style="font-family: Arial,Helvetica,sans-serif;">3 Some awareness of audience; purpose and context adequately expressed; format correct; few mechanical errors

<span style="font-family: Arial,Helvetica,sans-serif;">2 Little awareness of audience; purpose and context unclear; format incorrect; several mechanical errors

<span style="font-family: Arial,Helvetica,sans-serif;">1 No awareness of audience; purpose and context not established; format incorrect; many mechanical errors

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Day 8:



<span style="font-family: Arial,Helvetica,sans-serif;">**Subjects**: Social Studies, Theater

<span style="font-family: Arial,Helvetica,sans-serif;">**Standards**: Social Studies: 4.3.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

<span style="font-family: Arial,Helvetica,sans-serif;"> Social Studies: 4.4.2. Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

<span style="font-family: Arial,Helvetica,sans-serif;">Theater: 5.5.1. Dramatize events in California history

<span style="font-family: Arial,Helvetica,sans-serif;"> **Objectives:**

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will work in cooperative learning groups consisting of five students.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will learn about the daily life, politics, economy, and immigration about California during the Gold Rush.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will explore these components of the California Gold Rush through a dramatization.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will understand how to gather information, and present it through cooperative learning groups.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will act out their roles to showcase what they have learned.

<span style="font-family: Arial,Helvetica,sans-serif;">**Materials:**


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Cooperative learning groups
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Books
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Internet/computer
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Props
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Social Studies Textbook


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson: **


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Students will decide who in their groups gets the role of presenting on politics (politician), daily life (miner), economy (entrepreneur), an immigrant worker, and a narrator (news-reporter).
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Students will then independently research more on their chosen role to gather information to create their play.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Students will choose from a drama trunk different props and costumes that will best suite their character.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">The play that the students will put on will be lead by the narrator, who will be acting as if they are a news-reporter giving the latest details and news on the California Gold Rush frenzy.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Students will “report” their news to the reporter, while the rest of the classroom listens respectfully.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Students will then turn in their notes taken during research.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessment: **

<span style="font-family: Arial,Helvetica,sans-serif;">Students will be able to show the teacher what they have learned through verbal communication and dramatization. The teacher will also be able to see how well each individual not only did their own research on their character, but how they worked collaboratively to put on their performance. Students will also be assessed on their notes turned into the teacher at the end of their performance.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 9: Webquest



<span style="font-family: Arial,Helvetica,sans-serif;">**Subjects**: Social Studies, Language Arts, and Technology

<span style="font-family: Arial,Helvetica,sans-serif;">**Standards:**

<span style="font-family: Arial,Helvetica,sans-serif;"> Social Studies: 4.3.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

<span style="font-family: Arial,Helvetica,sans-serif;"> Social Studies: 4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

<span style="font-family: Arial,Helvetica,sans-serif;">. Language Arts: 2.2.1. Write narratives: a. Relate ideas, observations, or recollections of an event or experience. b. Provide a context to enable the reader to imagine the world of the event or experience. c. Use concrete sensory details. d. Provide insight into why the selected event or experience is memorable


 * <span style="font-family: Arial,Helvetica,sans-serif;">Technology **

<span style="font-family: Arial,Helvetica,sans-serif;">- Students use technology to locate, evaluate, and collect information from a variety of sources

<span style="font-family: Arial,Helvetica,sans-serif;">- Students use technology tools to enhance learning, increase productivity, and promote creativity.

<span style="font-family: Arial,Helvetica,sans-serif;">- Use and navigate a Webquest

<span style="font-family: Arial,Helvetica,sans-serif;">**Objectives:**

<span style="font-family: Arial,Helvetica,sans-serif;">- The students will be guided by the Webquest to research and navigate on the webquest to follow the required tasks at hand.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will create a pro/con chart to understand how people transported themselves to the Gold Rush.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will visit other websites via Webquest to gather more information about the California Gold Rush.

<span style="font-family: Arial,Helvetica,sans-serif;">- Students will create a narrative story sharing information they have gathered on the California Gold Rush.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Materials: **

<span style="font-family: Arial,Helvetica,sans-serif;">- Computer lab

<span style="font-family: Arial,Helvetica,sans-serif;">- Internet

<span style="font-family: Arial,Helvetica,sans-serif;">- Paper

<span style="font-family: Arial,Helvetica,sans-serif;">**Lesson:**


 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">This lesson will begin with the teacher explaining to the students that they will be taking a virtual tour on the Internet about the California Gold Rush.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Students will go to the website [|http://projects.edtech.sandi.net/encanto/goldrush/#Conclusion] and begin to read their task.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Students will follow the directions on their Webquest, and be responsible for completing the two tasks required to complete the Webquest.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Students will research on the different modes of transportation that was available for people to come to California. They will create a pro/con poster for this.
 * 5) <span style="font-family: Arial,Helvetica,sans-serif;">Next the students will surf different websites available through the Webquest to gather more information on the daily life of a miner.
 * 6) <span style="font-family: Arial,Helvetica,sans-serif;">Students will gather and reflect on the information found on if they would stay in California, how are they going to strike it rich, what will happen if they are unsuccessful, an will they continue mining?
 * 7) <span style="font-family: Arial,Helvetica,sans-serif;">Students will write a narrative on the life and thoughts of a miner using all their gathered research as evidence for their narrative writing.
 * 8) <span style="font-family: Arial,Helvetica,sans-serif;">Students will turn in all of their written assignments to the teacher for grading.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Assessments: **

<span style="font-family: Arial,Helvetica,sans-serif;"> Students will be given the opportunity to share their findings and research in front of the class in an oral presentation. They may use any charts or write ups to back up their work. Students will also be assessed on their written work turned in. The teacher will be able to assess if the Webquest was completed successfully by the written

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 220%;">Day 10

<span style="font-family: Arial,Helvetica,sans-serif;">**Subjects:** Social Studies and Oral Language


 * <span style="font-family: Arial,Helvetica,sans-serif;">Lesson: **

<span style="font-family: Arial,Helvetica,sans-serif;">The students will read the following passage:


 * <span style="font-family: Arial,Helvetica,sans-serif;">Hydraulic Mining **

<span style="font-family: Arial,Helvetica,sans-serif;">The jets of water could knock over miners standing 200 feet away. The water ripped into river banks and hillsides. Millions of tons of loosened soil and rock fell int long ditches. After miners separated out the gold, ditches carried off masses of mud and gravel.

<span style="font-family: Arial,Helvetica,sans-serif;">Miners in California probably took out over $100 million in gold. They also destroyed forests and choked the rivers and streams of the Sacramento Valley. Boats couldn’t travel on clogged waterways. Rivers flooded towns and farms.

<span style="font-family: Arial,Helvetica,sans-serif;">Farmers were unhappy because floods ruined their crop land. In 1883, a judge stopped hydraulic mining in California.

<span style="font-family: Arial,Helvetica,sans-serif;">1 Building Pressure- As water sped down pipes, pressure increased in the hose,

<span style="font-family: Arial,Helvetica,sans-serif;">2 Nozzles- Miners swiveled nozzles on hoses to direct water to different spots

<span style="font-family: Arial,Helvetica,sans-serif;">3 Tearing Away Land- Water tore into hillsides. Gravel, sand, mid, and gold washed downhill.

<span style="font-family: Arial,Helvetica,sans-serif;">4 Water- The extra water overflowed rivers and streams. Farms, businesses, and homes were ruined.

<span style="font-family: Arial,Helvetica,sans-serif;">Technology is the use of tools and knowledge to get things done. Describe the tools and knowledge used in the paragraph. Make a chart to show the costs and benefits of hydraulic mining. Write a persuasive speech that uses the chart to support your view of hydraulic mining.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Activity: **

<span style="font-family: Arial,Helvetica,sans-serif;">Students’ responses should describe the following tools: nozzles, hoses, high-pressure water. Knowledge: of erosion, the likely location of gold deposits, how to generate enough water pressure to wear away layers of rock and soil. Charts should also show the harmful environmental effects of hydraulic mining, as well as its effectiveness. Persuasive speeches should effectively articulate the points listed in students’ charts.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Materials: **

<span style="font-family: Arial,Helvetica,sans-serif;">-Sample chart

-Samples of Persuasive speeches

-List of harmful effects

- Copies of Hydraulic Mining article from book


 * <span style="font-family: Arial,Helvetica,sans-serif;">Speaking Activity Rubric **

<span style="font-family: Arial,Helvetica,sans-serif;">4 Clear introduction and conclusion;many clarifying details; information and position effectively conveyed; effective use of intonation and gesture.

<span style="font-family: Arial,Helvetica,sans-serif;">3 Introdution and conclusion present; some clarifying details; information and position adequately imparted; intonation and gesture used.

<span style="font-family: Arial,Helvetica,sans-serif;">2 Introduction or conclusion weak; few clarifying details; information and position ineffectively imparted; intonation and gesture ineffective.

<span style="font-family: Arial,Helvetica,sans-serif;">1 Introduction or conclusion weak; no clarifying details; information and position ineffectively imparted; intonation and gesture not attempted.


 * Closing Activity: Mining for Gold**

Subjects: Social Studies

Standards: Social Studies 4.3.3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

Objectives: - Students will have the opportunity to mine for gold. - Students will understand the difficulty in finding real gold versus fools gold. - Students will be able to see just how much gold miners needed to find to be able to make any real profit.

Materials: - Sand - Tub - Plastic gold - Rocks - Colanders - Sifters

Lesson:
 * 1) Students will be told that they are playing a gold mining game.
 * 2) Students will be partnered up, and they will have to become miners mining for gold.
 * 3) With their partners the students will surround a tub full of sand, rocks, and gold.
 * 4) The tub will be placed outside of the classroom.
 * 5) Students will have to “mine” with their colanders or sifters through the rocks and sand to find real gold.
 * 6) The students will be timed during this process, each pair will have approximately five minutes to mine for real gold.
 * 7) At the end of their time the students will be able to see how much real gold they have collected.
 * 8) At the end of the lesson a discussion will be held were we discuss the difficulties in mining for gold.

Assessment: The teacher will be able to see through this project based learning lesson how the students understand the hard ships of mining for gold. Also the teacher will be able to assess at the end of the lesson when students will orally share what they experienced as a difficulty when they were mining. The students will then discuss what difficulties the miners would have experienced during the Gold Rush.

The students will then fill in their last column on their KWL chart about what they have learned. We will have a discussion to end the thematic unit.

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 * Gold Rush Bibliography**

Doeden, Matt. //John Sutter and the California Gold Rush//.

Fleischman, Sid. //By the Great Horn Spoon//.

Freidaman, Mel. //The California Gold Rush//.

Greenwood, Barbara. //Gold Rush Fever.//

KidCap. //The California Gold Rush, A History Just For Kids.//

Waldork, Mary//. The Gold Rush Kid.//

Webquest [|http://projects.edtech.sandi.net/encanto/goldrush/#Conclusion]

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 * Literature:**


 * 1) //By the Great Horn Spoon//, by Sid Fleischman
 * 2) Song I’m a Miner by Barbara Speicher
 * 3) //The California Gold Rush//, by Mel Freidman
 * 4) //The California Gold Rush: A History Just For Kids, by// KidCap
 * 5) //The Gold Rush Kid, by// Mary Waldorf
 * 6) //Gold Rush Fever,// by Barbara Greenwood
 * 7) //John Sutter and the California Gold Rush,// by Matt Doeden

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 * Realia:**
 * 1) Gold
 * 2) Colander
 * 3) Sifter
 * 4) Pan
 * 5) Dirt
 * 6) California Flag

.............................................................................................................................................................................................................................................................................. 10.Butcher paper 11. Cardstock 12. Paper bags 13. Oil pastels/ Watercolors 14. []
 * Other Resources:**
 * 1) Webquest [|http://projects.edtech.sandi.net/encanto/goldrush/#Conclusion]
 * 2) []
 * 3) []
 * 4) [|www.discoveryeducation.com]
 * 5) KWL charts
 * 6) Timelines
 * 7) Rectangular and square shapes (math)
 * 8) Paper
 * 9) Markers/crayons/pencils