For Activity #3: 

h. Resource 2-5 and  2-6: 

Vallejo with daughters and Native Californian 

For Activity #4: 

i. Student journals 

j. Polaroid film and camera 

k. Send note home to families and school staff requesting them to write letters to their "argonauts" (letters will be read upon "arrival" in San Francisco). 

l. Set up food potluck for the arrival celebration by contacting room parents. 

m. Resources from other lessons that add to the celebration: 

- Student pokes (from Lesson 9) 

- Copies of songs (Resources 2-8, 5-6, 6-5, 7-5, 8-7, and 9-2) 

- Recordings of Gold Rush songs (optional and if available) 

n. Resource 10-7: 

Radio broadcast excerpt about early San Francisco, 1936 

3. Close the lesson by asking students to write a short sentence in their journals of what they will do when they first set foot on "Long Wharf" of San Francisco. 

Extensions/Integrating Learning:

• Music: Sing previously learned songs (Resources 2-8, 5-6, 6-5, 7-5, 8-7, and 9-2).
• Reading: Read By the Great Hornspoon, by Sid Fleischman, chapter 8, pages 82-95, which discusses the arrival at the Long Wharf of San Francisco and leaving the ship, and describes San Francisco in the Gold Rush era.

1. Using the overhead projector, place the sketch of Yerba Buena, 1847 (Resource 2-1) used at the beginning of the unit. Then replace it with the painting of San Francisco in 1849. Discuss with the class what changes have occurred in the space of two years. 

2. Using the images of Mariano Vallejo with family (Resource 2-5 from Lesson 2) and Native Californian, (Resource 2-6), ask students to predict how these changes might have affected the Californios and California Indians. 

Procedure for Activity #4 - Preparation and Celebration of the Arrival:

Prior Planning - Family and School Involvement: 

A. Before the class's expected "arrival" in San Francisco, send a note to parents, requesting them to write letters to their student "argonaut." The note should give them the month, year (1849, of course) and place they are writing from (the place the student "departed from"). Ask them to write how much the family misses the departed "argonaut" and tell what is happening at home. A feeling of the era can be easily achieved if parents make simple substitutions, e.g., "horse" for "car" and "book" for "TV." Letters should be in the primary language of the student. Be sure to let parents know this is a surprise for the students; ask them to send or deliver the letters to the school office. Let the school secretary know the letters are a class surprise; ask her to put them in your mailbox. 

B. Request additional letters from other teachers, the custodian, principal, and office staff. Collect as many as you can so every student receives one or two. 

C. Arrange with room mothers to organize potluck treats for a "San Francisco, Ahoy!" celebration. Keep foods light, easy to eat and representative of the family backgrounds of the students; a tasty bite of a variety of dishes is sufficient. Plan to serve fruit juice for drinks.

D. Invite parents and school staff to attend the "arrival." 

Part I, Lesson 10 

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