http://score.rims.k12.ca.us/critical_thinking/chronological.html
Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.
Research, Evidence, and Point of View
2. Students distinguish fact from opinion in historical narratives and stories.
3. Students distinguish relevant from irrelevant information, essential from incidental
information, and verifiable from unverifiable information in historical narratives and
stories.
4. Students assess the credibility of primary and secondary sources and draw sound conclusions
from them.
5. Students detect the different historical points of view on historical events and determine
the context in which the historical statements were made (the questions asked, sources
used, author’s perspectives).
Historical Interpretation
1. Students explain the central issues and problems from the past, placing people and
events in a matrix of time and place.
4. Students recognize the role of chance, oversight, and error in history.
5. Students recognize that interpretations of history are subject to change as new information
is uncovered
http://score.rims.k12.ca.us/standards/grade8.html
8.8 Students analyze the divergent paths of the American people in the West fromGrade 8 California Reading/Language Arts Standards
1800 to the mid-1800s and the challenges they faced.
2. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.
3. Describe the role of pioneer women and the new status that western women achieved
(e.g., Laura Ingalls Wilder, Annie Bidwell; slave women gaining freedom in the West; Wyoming granting suffrage to women in 1869).
http://www.sdcoe.k12.ca.us/SCORE/stand/sbestd.html
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process
as needed.
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
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The students will explore the many cultures that populated the California gold fields.
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The students will explore a sample of the various ethnic groups who emigrated to and were present in California for the Gold Rush of 1849.
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The students will compare and contrast the experiences of the various ethnic groups in California during the Gold Rush.
Day One Introduction:
Using a KWL Chart, the teacher will brainstorm with her students to establish a knowledge base of understanding regarding the California Gold Rush. Once the class has completed the KWL activity, divide the class into two groups,Group A and Group B, and complete the following:
Group A: Read the Hitell article
http://www.sfmuseum.org/hist6/impact.html
Group B: Read the Brown article
http://www.sfmuseum.org/hist6/grush.html
After reading the articles listed above have the students fill in the Written Document Analysis Worksheet. I would suggest that this be a homework assignment that is begun in class.
Day One Resources
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The Gold Discovery By Theodore H. Hittell
Day 2:
Step 1: Break the students into groups of four. Each group should comprise two members from
Group A and two members from Group B.
Step 2: Using a Venn diagram have the students compare and contrast the experiences of the miners from their reading selection.
Days 3-4:
The Students will work in their cooperative teams to explore their group's experience of the the Gold Rush in California.
Step 1: Break the Class into cooperative learning groups. There are five groups to explore in this activity, so you can choose to divide your class into various groupings. I have found that groups of three or four work well.
Step 2: Assign each team one of the following groups:
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Step 3: Students will have one visual piece and one written piece to complete. They will use the Photo/Art Analysis (Resource from the Oakland Museum of California Gold Rush Curriculum) for the visual that they choose; and they will use the Written Analysis
( From the National Archives)sheet for the written document that they select.
Step 4: Using the information that the students gathered and analyze,d each student group will create and present a Tableau to the class on Day 5.
Day 5:
Each student group will present their Tableau to the class. This should take all class period. You can use this
Group Reformance Rubric to evaluate the groups' performances.Each student will compose a letter home from the perspective of one of the characters from their group's Tableau. You can use this Letter Evaluation Rubric to evaluate the letters.
The lessons should take place in a computer lab or a classroom with multiple computers. While you can do this lesson with one computer, it will add significant time needed to complete the activities. Since the students are working in groups, it helps to have the computers spread out around the room.
Navigating the various pathways through the Oakland Museum of California Gold Rush site can be tricky. Students need to look for the pathway that is labeled California Indian, Californio/Latino, African American and Chinese. These are typically found at the top of the page. If they follow the pointed finger at the bottom of the web page, they will get off the path.
For additional background information on the Gold Rush, consult Myth and Reality: The California Gold Rush and Its Legacy developed by the Oakland Museum of California. Sample lessons are online at http://www.museumca.org/goldrush/curriculum/curr-less.html#8th1.