Part II: City Life During the Gold Rush (continued)

Focus Questions (continued):

What were some of the contributions of diverse ethnic groups to San Francisco during the Gold Rush era? 

  • Through a series of learning strategies, students will demonstrate their knowledge of the contributions of diverse ethnic groups to San Francisco during the Gold Rush era by describing and interpreting biographies, paintings, daguerreotypes, poetry and letters. 
    *Assessment Considerations: Students will demonstrate their knowledge that San Francisco's growth was enriched because of its diverse ethnic population. 

    How does law and order in San Francisco during the Gold Rush era compare with law and order today? 

  • Students demonstrate their knowledge of law and order through a series of activities that enable them to compare, analyze and produce evidence of knowledge. 
    *Assessment Considerations: Students' abilities to understand the need for law and order will improve. 


    Assessment strategies are embedded and noted in every lesson, as well as in a culminating activity that will measure student learning. 


    Primary source documents provided include: daguerreotypes, photographs, paintings, newspapers, census figures, biographies, quotations, poetry and writings from the Gold Rush period. (Specific titles will be given with each activity.) 

    Classroom teachers will provide: current newspapers (six copies); local city population figures; local school or class rules; any information available about local town historical figures (optional). 

    Looking Ahead:

    While it might take four to five weeks to complete every lesson included in this unit, classroom teachers will be able to choose those lessons that will enhance their existing instruction on the Gold Rush. Lessons are presented in chronological order. However, each lesson is able to stand on its own as well. Some lessons can be completed in one class session, while others may take three to four class sessions. 

    All lessons have a materials list at the beginning that gives information on the primary sources and materials needed. Materials might include overhead transparencies, worksheets, graphic organizers, art supplies or worksheets, most of which are provided to the teacher. Data sets must be duplicated and assembled before beginning Lesson 3: Law and Order

    Note to teacher: Because students continually compare the development of San Francisco to their own city in these lessons, the classroom teacher will need to gather some teaching materials that are unique to his or her student population. Such materials include local newspapers, stories about local people or copies of local school rules. 

    Teaching strategies are embedded in every lesson. Teachers may need to adjust activities because of their particular student population. Every lesson includes activities that can embrace the needs of all students. All of the activities described within these lessons incorporate SDAIE (Specially 

  • Part II, Overview
    Page 3