Connections Between History-Social Science Content Standards for California Public Schools

and

Myth & Reality: The California Gold Rush and Its Legacy

4th Grade Volume 1, Part II, City Life During the Gold Rush

Lesson Title

History-Social Science Content Standards for California Public Schools

Historical and Social Sciences Analysis Skills Grades K-5

1. A Moment in Time

4.3.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through Mexican-American War, the Gold Rush, and the granting of Statehood. 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, Loise Clapp).

Research, Evidence, and Point of View #2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

2. San Francisco Explodes

4.3.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through Mexican-American War, the Gold Rush, and the granting of Statehood. 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, Loise Clapp). 4.4.2 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. 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.

Chronological and Spatial Thinking #1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. Research, Evidence, and Point of View #2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

3. Law and Order

Historical Interpretation #1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.

Connections Between History-Social Science Content Standards for California Public Schools

and

Myth & Reality: The California Gold Rush and Its Legacy

4th Grade Volume 1, Part II, City Life During the Gold Rush

4. The Heartbeat of San Francisco (People and Events)

4.4.2 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. 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.

Chronological and Spatial Thinking #1. Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines. Research, Evidence, and Point of View #2. Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

5. Extra! Extra! Read All About It!

4.4.3 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. 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 (e.g., the 1882 Chinese Exclusion Act).

Historical Interpretation #1. Students summarize the key events of the era they are studying and explain the historical contexts of those events.