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

and

Myth & Reality: The California Gold Rush and Its Legacy

5th Grade, The Big Rock Candy Mountain

A. Beginning the Topic

Lesson Title

History-Social Science Content Standards for California Public Schools

Historical and Social Sciences Analysis Skills Grades K-5

1. Around the Campfire

5.8.3 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

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.

2. Create a Campfire Portfolio

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.

3. Mapping the American West

5.8.2 and 3 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions). Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

Chronological and Spatial Thinking #4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

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

and

Myth & Reality: The California Gold Rush and Its Legacy

5th Grade, The Big Rock Candy Mountain

B. Developing the Topic

4. Dreams of the West

5.8.3 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

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. Pioneers and Argonauts

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.

6. Native Americans in the West

5.3.5 Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers. Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota [Sioux]). 5.8.4 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Discuss the experiences of settlers on the overland trails to the West (e.g., locations of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

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. 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.

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

and

Myth & Reality: The California Gold Rush and Its Legacy

5th Grade, The Big Rock Candy Mountain

7. Mapping Spanish-Speaking Areas of the United States

5.8.5 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Describe the continued migration of Mexican settlers into Mexican territories of the west and Southwest.

Chronological and Spatial Thinking #4. Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

8. Pack a Wagon, Pack a Mule

5.8.4 Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems. Discuss the experiences of settlers on the overland trails to the West (e.g., locations of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

Historical Interpretation #1 & #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

9. Along the Trail

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. 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.

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

and

Myth & Reality: The California Gold Rush and Its Legacy

5th Grade, The Big Rock Candy Mountain

C. Culminating the Topic

10. From Trail Maps to Road Maps

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

11. Myths and Realities

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