The California Gold Rush Mrs Murrays 4 th

The California Gold Rush Mrs. Murray’s 4 th Grade e. MINTS Classroom Mrs. Murray's 4 th Grade e. MINTS TEACHER RESOURCE 1

The Rush Is On. . • • On December 5, 1848, President James K. Polk confirmed the tales of gold in his State of the Union address. The race was on. Thousands of individuals began streaming out west across America -- some by land, some by sea. Thousands more traveled from other countries to California. Some found the quick riches of their dreams. Most faced unending days of monotonous, back-breaking labor. In 1849, at the height of the California Gold Rush, as many as 80, 000 gold-seeking “forty-niners” poured into California. Although few of them made fortunes out of panning for gold, many of them stayed to farm and start businesses. Getting to California however, was not an easy feat Mrs. Murray's 4 th Grade e. MINTS TEACHER RESOURCE 2

The Journey • Gold-seekers had to find a way to get to California. It was a long way and there were no railroads or long rivers to float on to California. Instead, they must choose between a long, long trip across land or a shorter trip by sea. Either way, the trip was going to be a test of their endurance. Mrs. Murray's 4 th Grade e. MINTS TEACHER RESOURCE 3

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The Arrival. . . • • Fortune-seekers arrived by boat and wagon from everywhere in the world, to set up camps and stake their claims in the hope of achieving fabulous wealth. Some did, but a far greater number found unrelenting poverty, disease and death. Play Video: Trail to Riches: The California Gold Rush and Settlement of the Pacific Northwest Mrs. Murray's 4 th Grade e. MINTS TEACHER RESOURCE 5

Things To Think About. . • • Once the gold rush era was over in California, large companies and investors began to build huge mines all around the countryside to look for gold and precious stones deep within the earth. Many accidents occurred, leaving poor mine workers crippled or dead. These mines also scarred the natural landscape of the area. As you look over the photographs on the next few slides, think about the following questions: What were some of the major risks for miners? Why were there not more controls on the safety of mines? How could mining change the surrounding land? Would it help it or hurt it? What equipment would you need to be a forty-niner? What would you do if you suddenly struck it rich? Is there still gold in California? Mrs. Murray's 4 th Grade e. MINTS TEACHER RESOURCE 6

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The Task • • Use the internet to research the California Gold Rush. Collect information on the land routes and the water routes. Create a table, chart, or graphic organizer in Kidspiration to compare the advantages and disadvantages of traveling over land with traveling over water. Print your final product. Carefully evaluate both routes and create a poster advertising the route you would have taken to California during the big rush. Include words and illustrations showing that you know; WHO, WHAT, WHEN, WHERE, about the Gold Rush. Your poster must have a map with the route you’re advertising drawn on it. The poster should also include three reasons for choosing the route you’re advertising. Each reasoning must be supported by historical details. Mrs. Murray's 4 th Grade e. MINTS STUDENT HANDOUT 10

Useful Links • • • • All About The Gold Rush http: //www. isu. edu/%7 Etrinmich/allabout. html Women In The Gold Rush http: //claim. goldrush. com/~joann/ First Person Narrative: American Memory Collection, Diary and Letters The Trip http: //memory. loc. gov/cgi-bin/query/r? ammem/upbover: @field(DOCID+@lit(dia 5582 T 000)) The Journey http: //pbskids. org/wayback/goldrush/journey. html California Gold -- Migrating to California: Overland, around the Horn, and via Panama http: //www. duke. edu/~agf 2/history 391/migration. html Gold Rush Museum http: //www. museumca. org/goldrush/ PBS The Gold Rush http: //www. pbs. org/wgbh/amex/goldrush/ The Gold Rush http: //www. jlhs. nhusd. k 12. ca. us/Classes/Social_Science/Gold_Rush/California. Gold. Rush. html Mrs. Murray's 4 th Grade e. MINTS STUDENT HANDOUT 11

Historian: _______ The Scoring Guide Students will be able to identify key historical facts regarding the California Gold Rush and analyze the advantages and disadvantages of the routes chosen by the pioneers who traveled to California during the Gold Rush. CATEGORY 4 3 2 1 Historical Accuracy All information on the poster, including the graphics appeared to be historically accurate. Almost all information on the poster, including graphics appeared to be historically accurate. (1 -2 inaccurate items) Most of the information on the poster, including graphics appeared to be historically accurate. (3 -4 inaccurate items) Very little of the information on the poster was historically accurate. Required Elements Student included all the required information on the poster about the California Gold Rush: WHO, WHAT, WHEN, and WHERE. Student included most of the required information on the poster about the California Gold Rush: WHO, WHAT, WHEN, and WHERE. (3 of the 4) Student included some of the required information on the poster about the California Gold Rush: WHO, WHAT, WHEN, and WHERE. (2 of 4) Student included very little of the required information on the poster about the California Gold Rush: WHO, WHAT, WHEN, and WHERE. (0 -1 of 4) Knowledge Gained The poster created for advertising the California Gold Rush contains 3 reasons (each supported with historical details) for taking the route that is being advertised. The poster created for advertising the California Gold Rush contains 2 reasons (each supported with historical details) for taking the route that is being advertised. The poster created for advertising the California Gold Rush contains 1 reason (each supported with historical details) for taking the route that is being advertised. The poster created for advertising the California Gold Rush has no reasoning for choosing the route being advertised or the reasoning is not supported with historical details. Mrs. Murray's 4 th Grade e. MINTS STUDENT HANDOUT 12