The Gold Rush

by Heather Crook, Dena Benson,

Danna Moore, and Laura Behrens
Intro Task Process Resources Evaluation Conclusion

Introduction

       

GOLD! GOLD! GOLD!

 

 Get to California as fast as you can! Riches are awaiting you!

From 1848-1850 California experienced a huge population increase. Gold was discovered at Sutter’s Mill and the Rush began.

What made all those people join the Rush? Were the promises of riches true?

Most of the people who chased the dream of gold and wealth failed. A few did not.

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Task

Join a group of five students.

Each one of you will assume the role of a different character who was in California between 1848 and 1850.

Characters: Storekeeper, Miner, Woman, Chinese Immigrant, and African American

Once you have chosen which character you will be, prepare for an interview with a guest interviewer. You will research these questions from the point of view of your character.

1. Why did you come to California?

2. How did you get here? Describe your journey.

3. Describe a typical day in your life.

4. Are you making money?

5. Did your dreams come true in California?

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Process

Use the resources listed to find information about your character.

Keep a journal documenting the sites that you visited and the important details that you found at each site.

Keep your group updated on your research.

Prepare for the interview by writing out your answers to the five questions.

Come the day of the interview with props to aid your presentation. You may come dressed in period clothes.

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Resources

http://www.museumca.org/goldrush/

http://www.isu.edu/~trinmich/home.html

http://www.sfmuseum.org/gold.html

http://www.sonic.net/~kargo/goldrush.htm

Your Social Studies Text Book

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Evaluation
The Gold Rush


Student Name ___________________
CATEGORY 4 3 2 1
Historical Accuracy All historical information appeared to be accurate and in chronological order. Almost all historical information appeared to be accurate and in chronological order. Most of the historical information was accurate and in chronological order. Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. Can clearly explain several ways in which his character "saw" things differently than other characters. Can clearly explain one way in which his character "saw" things differently than other characters. Cannot explain one way in which his character "saw" things differently than other characters.
Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better. Student uses 1-2 props that accurately fit the period, and make the presentation better. Student uses 1-2 props which make the presentation better. The student uses no props OR the props chosen detract from the presentation.
Role Point-of-view, arguments, and solutions proposed were consistently in character. Point-of-view, arguments, and solutions proposed were often in character. Point-of-view, arguments, and solutions proposed were sometimes in character. Point-of-view, arguments, and solutions proposed were rarely in character.
Required Elements Student included more information than was required. Student included all information that was required. Student included most information that was required. Student included less information than was required.

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Conclusion

Answer these questions as a final entry in you Gold Rush Journal:

  • Is California what you expected? 
  • Did you find fortune or disappointment? 
  • Will you stay in California or return to your home?

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