“We’re Going To See the Elephant!”
A “Gold Rush” unit of study for fifth graders,
developed by Pamela Dutter, Dodson E.S.
"Seeing the Elephant" from Days of Gold
Verse 1:
When I left the States for gold, ev’rything I had I sold:
A stove, a bed, a fat old sow, sixteen chickens and a cow.
Chorus:
So leave, you miners, leave;
oh, leave, you miners leave.
Take my advice, kill off your lice,
or else go up in the mountains.
Oh, no, lots of dust,
I’m goin’ to the city to go on a bust!
Portfolio Cover Sheet
“We’re Going To See the Elephant!”
The California Gold Rush, in the context of United States History and the Westward Movement
A Unit of Study developed for Fifth Graders
By: Pamela Dutter
Lessons address the following Washoe County School District Standards:
Social Studies Standards:
H1.5.1 Identify and describe Native North American life and cultural regions prior to European contact. H1.5.2 Identify and describe the attributes of Native American nations in the local region and North America.
H1.5.3 Discuss the interactions of early explorers with native cultures.
H1.5.4 Identify the contributions of Native Americans, Europeans, and Africans to North
American beliefs and traditions.
H1.5.7 Examine the cultural exchange among the Native Americans, Europeans, and Africans.
H3.5.1 Compare and/or contrast the daily lives of children throughout the United States, both past and present.
H3.5.2 Recognize that communities include people who have diverse ethnic origins, customs, and traditions, and who make contributions to the United States.
H3.5.3 Describe ways individuals display social responsibility.
H3.5.4 Explain how technologies in U.S. history changed the way people lived.
G6.5.2 Identify U. S .regions in which historical events occurred, i.e., thirteen colonies, Underground Railroad, and California gold fields.
G7.5.2 List push-pull factors influencing human migration and settlement in the United States.
G7.5.4 Describe historical and current economic issues in the U.S. using geographic resources, i.e., illustrate demographic changes due to mining and gaming
E9.5.1 Describe how scarcity requires a person to make a choice and identify costs associated with that choice.
Language Arts Standards:
4.5.4 Explain the influence of historical events. Explain the influence of cultures. Explain the influence of time periods. With assistance, compare text from the same historical period on a single topic. Make connections to self, other text, and/or the world.
Use information to answer specific questions. Develop hypotheses based on information. Summarize information.
5.5.1 Use prewriting strategies to plan written work. Choose and narrow a topic to organize ideas.
Explore a topic to plan written work.
5.5.2 Draft multiple paragraph papers about a single topic that address• audience* purpose• supporting details• introduction• conclusion• transitions
Background:
Preceding this unit of study, students will have studied Native Americans, and the Colonial Period, including the Revolutionary War. The over-reaching goal for the year-long unit as a whole (culminating in the Industrial Revolution), is “Changing America”.
I chose The California Gold Rush as the focus of the Westward Movement for several reasons. First, it has been my experience that students entering fifth grade generally have a one-dimensional perception of the Gold Rush period of history. Second, many don’t realize the significance of the event, and the period in United States history, in relation to simple population growth, let alone the economic and social effects. Last, is the “FUN!” factor. The simulated “Gold Rush” activity in which this unit culminates is fun and exciting for students, and I hope, a guaranteed “engaging” force throughout the unit.
Table of Contents
Activities and Learning Goals
Activity 1: Wordle Activity: Gold Rush
Learning Goal: Students will work in pairs or threesomes to compare and analyze a “wordle” word splash. A graphic organizer (clustering)will be used for this purpose. Finally, students will create a paragraph describing the information in their “wordle” and predicting the ensuing unit of study. This is designed as a “preliminary “activity for this unit. (Theme connection: “What makes up a really “big” change?”)
Activity 2: Internet/Technology: Power Point Presentation
Learning Goal:Students will acquire background knowledge and framework of the unit. Students will use the outline formula to develop note-taking skills. The presentation is designed to be used over four sessions.
Activity 3: Foldable: Trifold Notebook Foldable
Learning Goal:Students will become familiar with this format as a note-taking tool. Students will learn to analyze and organize information.
Activity 4: Literature Connection: By the Great Horn Spoon, or The Ballad of Lucy Whipple (depending on reading ability)
Learning Goal: Through independent, partner, and guided reading, students will analyze the effects of an event such as the Gold Rush on an individual. This will be accomplished through several reflections, and culminate in a collection of personal letters that students write, in the persona of the character from their literature. (Theme connection: “Is an individual changed when an entire nation changes?”)
Activity 5: Primary Source: History Mystery – (Mission Impossible)
Learning Goal: In small groups, students will analyze primary source photographs and clues related to events surrounding the California Gold Rush. Students will determine how each clue is related and write an explanation, then share their finding with the class. Each student is accountable for the “Mission” and is required to participate. (Theme connection: “Can an individual make a difference?”)
Activity 6: Art Piece/ Writing: Landscape (overland, Panama, or the Horn)
Learning Goal: Students will create a landscape, and then write what they think the travelers may have been thinking and feeling as they gazed upon the scene.
Wordle Activity
This “Wordle” activity is designed to stimulate student thinking and speculation regarding the upcoming unit of study (Gold Rush.)
Since students are working either in pairs or groups of three, it will stimulate academic conversation as well.
Text from various documents (listed in ikeepbookmarks.com/dodsonES) which focus on the discovery of gold, the mining of gold, the journey to the gold fields, and life in a mining camp was used for the “Wordles”.
Students will use the “clustering” graphic organizer to organize their thoughts and information. This will then be used to collaborate on a paragraph which puts their information together. The paragraph will include their prediction of what the upcoming unit will involve, and what led them to that prediction.
Evaluation of student learning will be based on effort, energy, and willingness to use a new technique. I will evaluate based on my observation of these behaviors.
Internet/Technology: Power Point Presentation
“We’re Going to See the Elephant!”
This presentation is intended to be used over four class sessions. The goal is to help students acquire background knowledge for the unit, as well as the format the unit will follow.
Students will use the information to develop note-taking skills.
See the “Notebook Foldable” activity, which can be used in conjunction with the Power Point Presentation.
Click here to download the Powerpoint slides.
Trifold Notebook Foldable
All students will utilize the Trifold Notebook foldable as a “K-W-L” chart prior to the Power Point Presentation.
Students will use the Trifold Notebook Foldable as the presentation continues, in order to take notes.
Finally, students will have a choice as to how to use it to best suit their needs as study of the Gold Rush continues. They may choose to use it to collect information on three different individualls, or the three methods of gold mining that will be discussed, or the three main routes the travelers took to get to the gold country.
As an assessment, students will complete a K-W-L and another way to complete a Trifold Notebook Foldable, as it could be used in the study of the Gold Rush.
Rubric:
Student name_______________________________
KWL Foldable Complete?
5 4 3 2 1
KWL information relevant?
5 4 3 2 1
Alternate Foldable?
5 4 3 2 1
Is the outcome relevant?
5 4 3 2 1
Total points_____Grade_________
Comments:____________________________________________________
______________________________________________________________
______________________________________________________________
Literature Connection – Novels
The Literature Connection activity will involve The Ballad of Lucy Whipple, or By the Great Spoon Horn.
Students will engage in independent reading, guided reading, and buddy reading to read the text. Strategies such as predicting, clarifying, summarizing, evaluating and questioning will be used throughout.
The connection focus will be “the effects of a change on an individual”. This will be discussed, reflected upon, and reviewed throughout the reading of the books.
Finally, students will write a series of letters in the persona of the main character in their novel, depicting the changes they are experiencing.
Assessment will be as follows:
Student name_________________ Title of novel_________________
Is the character represented accurately?
5 4 3 2 1
Are the changes the character experiences noted in the letters in a realistic way?
5 4 3 2 1
Are there at least 5 letters, written at logical intervals?
5 4 3 2 1
Is the writing legible and are conventions observed? (such as spelling, punctuation, capitals)
5 4 3 2 1
Total points_____Grade_____
Comments:________________________________________________________
__________________________________________________________________
__________________________________________________________________
Primary Source Activity: “History Mystery” (Mission Impossible)
Student Learning Goal: Students will analyze and understand the various components involved in the California Gold Rush of 1849. Students will realize this goal through the discovery of clues regarding “Discovery of Gold”, “Miners of Gold”, (foreigners and Americans) and “Others Involved in the Effort” (such as Native Americans and Women).
Activity: Teacher prepares five envelopes, each including a photo and four clues as to the Group and Identity of the “Mystery Person”. The “Chinese Miner” will not be a specific individual, nor will the “Native American”. Members of the “Discovery” Group are Sutter, Marshall, and Brannan. The Women are Lola Montez and Sarah Royce.
Students work cooperatively to analyze clues in order to determine the Group the person belongs to. This will be one of the following Groups: “Discovery of Gold”, “Miners of Gold”, or “Others Involved in the Effort”.
Once students have determined the correct “Group”, they get another clue which helps narrow down the choices for the Person.
When a group has successfully solved their “History Mystery” Mission, they will prepare an oral presentation to share their clues and discovery with the other groups.
“Your Mission, should you choose to accept it …”
Student________________Mystery Person/Group_____________
Describe clues and their connection:
In detail ------------------------------------------------------vaguely
5 4 3 2 1
Identify the group?
Yes-------------------------------------------------------------------no
5 1
Who Is It?
Correct-----------------educated guess-------------------incorrect
5 4 3 2 1
Clear speaking voice and good eye contact?
Loud, clear, great!-------------------------------------too quiet, eyes down
5 4 3 2 1
Total Points________Grade________
Comments____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
MISSION ACCOMPLISHED!!
Art Piece/Writing Activity
**(Note:)Students will have had previous lessons regarding color, technique and perspective. (I am fortunate to have an artist come in and teach Art on a regular basis!)
This activity will be happening after the “History Mystery”, and much of the “Literature Connection” and other research have been done. Students will have rich background knowledge on which to base their art as well as their writing.
Students will draw in pencil, then in ink, and finish with watercolor, a realistic landscape of what pioneers would have seen as they traveled to California. The piece will include realistic interpretation, perspective and use of color.
On completion of the art piece, students will write in first person as in a journal entry. The main topics will be the weather, the landscape, the journey, and the experience of coming to California for the Gold Rush.
RUBRIC
Student Name_____________________
Art Piece
Technique 5 4 3 2 1
Realism 5 4 3 2 1
Appropriate 5 4 3 2 1
Writing
First Person 5 4 3 2 1
Personal 5 4 3 2 1
Conventions 5 4 3 2 1
Realistic 5 4 3 2 1
Total__________Grade_________
Comments:____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Culminating Activity: Simulated Gold Rush!
www.tustin.k12.ca.us/cyberseminar/gold/gold.htm
This wonderful web-site has an excellent, detailed lesson plan. Following is a brief outline.
- Students come dressed as “miner 49ers”
- Prepare baked beans and spoon bread (for lunch) ahead of time.
- Teacher sprays beans gold (nuggets) ahead of time
- Parents “seed” the “Gold Field” (area of playground).
- Students create a “leather” poke from a paper bag, which they distress. This is where they place their “gold”.
- Immediately prior to the “Rush” students are handed color-coded tickets which will correspond to “Panama”, “Around the Horn” and “Overland” routes.
- Panama students are released first, then Horn, then Overland, at 30 second intervals.
- Miners use pie tins with holes punched to “mine.”
- Students must bring only clean “gold” to the Assay Office (teacher.)
- Assay Officer (teacher) uses Jolly Ranchers in a balance scale to “pay” miners for their “gold.”
- As Assay Officer is weighing and paying, students are writing about the experience.
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