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

and

Myth & Reality: The California Gold Rush and Its Legacy

4th Grade Volume 2, Part I, "The Diggin's"- Daily Life in the Mines

B. Beginning the Topic

Lesson Title

History-Social Science Content Standards for California Public Schools

Historical and Social Sciences Analysis Skills Grades K-5

1. KWL Chart

4.3.2 through 5 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. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico). 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). Study the lives of women who helped build early California (e.g., Biddy Mason). Discuss how California became a state and how it's new government differed from those during the Spanish and Mexican periods.

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 Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.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. The Streets Are Paved With Gold

4.3.4 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. Study the lives of women who helped build early California (e.g., Biddy Mason).

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

3. Too Funny for Words

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 Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

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

and

Myth & Reality: The California Gold Rush and Its Legacy

4th Grade Volume 2, Part I, "The Diggin's"- Daily Life in the Mines

4. KWL Chart Revisited

4.3.2 through 5 (see lesson 1)

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. Gold Fever

4.3.2 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. Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).

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

6. And the World Rushed In

4.3.4 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. Study the lives of women who helped build early California (e.g., Biddy Mason).

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

7. Eureka! Gold!

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 2, Part I, "The Diggin's"- Daily Life in the Mines

C. Developing the Topic

Lesson Title

History-Social Science Content Standards for California Public Schools

Historical and Social Sciences Analysis Skills Grades K-5

8. Sunday Morning in the Mines

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, Louise 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.

9. Myth or Reality

Research, Evidence, and Point of View #3 Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

10. Lifestyles of the Rich and Famous? Part I

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

11. Lifestyles of the Rich and Famous? Part II

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

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

and

Myth & Reality: The California Gold Rush and Its Legacy

4th Grade Volume 2, Part I, "The Diggin's"- Daily Life in the Mines

12. Lifestyles of the Rich and Famous? Part III

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, Louise Clapp).

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

13. I'll Be Home for the Holidays

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

D. Culminating the Topic

Lesson Title

History-Social Science Content Standards for California Public Schools

Historical and Social Sciences Analysis Skills Grades K-5

14. Architecture 101

Historical Interpretations #2 Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

15. Miner's Provisions, Tools and Clothing

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.

16. Hangtown

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 2, Part I, "The Diggin's"- Daily Life in the Mines

17. KWL Chart

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, Louise Clapp).

Historical Interpretation #1 and #2. Students summarize the key events of the era they are studying and explain the historical contexts of those events. Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places. Chronological and Spatial Thinking #5. Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

18. Mining Camp Project (Assessment)

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.

19. I Am a '49er (Assessment)

Historical Interpretation #2 Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

20. Mining Camp Mandala (Assessment)

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