Lesson Plan #1

Mining at the Comstock Lode

Introduction:
This first lesson plan deals with the Comstock Lode. The Comstock Lode is the most notable mine during this time period, 1850 18!0. This mine produced hundreds of million dollars of sil"er and gold. This section is important because it deals with more than #ust mining$ it also deals with boomtowns and the beginning of the migration west.

Objectives:
Content/Knowledge: 1. %tudents will be able to compare and contrast &enr' Comstock and (ames )inne'. *. %tudents will be able to debate who onwed the mine +. %tudents will be able to anal',e images of miners. -. %tudents will be able to describe technolog' used in the Comstock lode. Process/Skills: 1. %tudents will be able to design their own help wanted poster for the mining industr'. *. %tudents will be able to anal',e pictures of miners in groups of two. +. %tudents will be able to e.amine the biographies of both &enr' Comstock and (ames )inne'. Values/Dispositions: 1. %tudents will be able to depict the risk and reward of being a miner. *. %tudents will be able to anal',e the attitude of the miners and what the' actuall' went through.

Standards:
State Illinois Learning Standards

18 C !a "nal#$e %a&or cultural e'c(anges o) t(e past *e g + Colo%,ian e'c(ange+ t(e Silk -oad+ t(e Crusades. 1/ D !c Descri,e t(e i%pact o) worker producti0it# *output per worker. on ,usiness+ t(e worker and t(e consu%er 1/ D !c Descri,e t(e i%pact o) worker producti0it# *output per worker. on ,usiness+ t(e worker and t(e consu%er 1/ D !c Descri,e t(e i%pact o) worker producti0it# *output per worker. on ,usiness+ t(e worker and t(e consu%er 11 2 ! *3S. Identi)# political ideas t(at (a0e do%inated 3nited States (istorical eras *e g + 4ederalist+ 5acksonian+ Progressi0ist+ 6ew Deal+ 6ew Conser0ati0e.

11 2 ! *3S. Identi)# political ideas t(at (a0e do%inated 3nited States (istorical eras *e g + 4ederalist+ 5acksonian+ Progressi0ist+ 6ew Deal+ 6ew Conser0ati0e. 11 7 !, *3S. Descri,e di))erent and so%eti%es co%peting 0iews+ as su,stantiated ,# scienti)ic )act+ t(at people in 6ort( "%erica (a0e (istoricall# (eld towards t(e en0iron%ent *e g + pri0ate and pu,lic land owners(ip and use+ resource use 0s preser0ation.
6ational 6ational Council )or t(e Social Studies Standards

1a Culture: 7'plore and descri,e si%ilarities and di))erences in t(e wa#s groups+ societies+ and cultures address si%ilar (u%an needs and concerns 1, Culture: gi0e e'a%ples o) (ow e'periences %a# ,e interpreted di))erentl# ,# people )ro% di0erse cultural perspecti0es and )ra%es o) re)erence Standard 8 d 99 Identi)# and use 0arious sources )or reconstructing t(e past+ suc( as docu%ents+ letters+ diaries+ %aps+ te't,ooks+ p(otos and ot(ers
6ational 6ational Standards )or :istor#

1a Culture: 7'plore and descri,e si%ilarities and di))erences in t(e wa#s groups+ societies+ and cultures address si%ilar (u%an needs and concerns 1, Culture: gi0e e'a%ples o) (ow e'periences %a# ,e interpreted di))erentl# ,# people )ro% di0erse cultural perspecti0es and )ra%es o) re)erence Standard 8 d 99 Identi)# and use 0arious sources )or reconstructing t(e past+ suc( as docu%ents+ letters+ diaries+ %aps+ te't,ooks+ p(otos and ot(ers Common core CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis e.g.! charts! research "ata# $ith qualitative analysis in %rint or "igital te&t. CCSS.ELA-Literacy.RH.9-10.' Assess the e&tent to $hich the reasoning an" evi"ence in a te&t su%%ort the author(s clai)s. CCSS.ELA-Literacy.RH.9-10.9 Co)%are an" contrast treat)ents o* the sa)e to%ic in several %ri)ary an" secon"ary sources.

Syntax Procedures

7ngage%ent: a ;eac(er Instructions 1. Teacher will had out e.cerpts from the /e"ada 0ictionar' o"er &enr' Comstock and (ames )inne'. *. 0epending on which handout the student gets that is what side the student will be on for the debate. +. %tudents will then read and take notes o"er what the' read and what the' want to debate on. -. 1nce finished students will recei"e the other cop' of the hand out the' ha"e not alread' recei"ed , -esource 1. http233www.onlinene"ada.org3articles3henr' comstock *. http233www.onlinene"ada.org3articles3#ames finne' Student "cti0it# 1. %tudents will recei"e a cop' of the hand out. *. 0epending on what handout the student gets that is what side the' will be on +. %tudents are to then take 5 minutes to read and take notes o"er the reading. -. 1nce done students will get on either side of the room, Comstock handout on the right side of class (ames )inne' on the left side of the classroom. 5. 1nce the students ha"e sat back down the' will recei"e the other cop' of the handout the' ha"e not gotten 'et 7'ploration: a ;eac(er Instructions 1. Teacher will load the cop' of The Comstock Lode, Made b' Maddie &urd. *. Teacher will read the material from the 4re,i, and also hand out the slides so students can highlight and take notes. +. Teacher will then pla' a "ideo o"er the Comstock Lode. %how part 1 onl' http233www.'outube.com3watch5"6gg7)./&8mn89list64LC):;+1;<-!*:05=<9inde.61 , c -esource http233www.'outube.com3watch5"6gg7)./&8mn89list64LC):;+1;<-!*:05=<9inde.61 Student "cti0it# 1 %tudents will take out a pencil or pen and be read' for the notes o"er the Comstock Lode. 8 %tudents will then watch a mo"ie o"er the mining industr' and the earl' background of what mining and the industr' was about. c

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7'planation: a ;eac(er Instructions 1.%tudents will gather in groups of + - students. *. from here students will be gi"en a poster board that the' will make into a help wanted add.

+. %tudents will work together to come up with a creati"e slogan to attract miners, use the photos pro"ided and write captions, present information on what the' will be mining and the tools pro"ided for them, the' will also be presenting these to the class. -. %tudents will also be graded on how the' presented the information as a sales pitch. d -esource 1. 4hotos located below *. 4oster board +. 1ther information pro"ided or researched b' student. e Student "cti0it# 1. Teacher will hand out poster board and gi"e students the chance to work with who the' want to. a. >f there is a beha"ior problem or lack of work students will be mo"ed to another group and docked 10 points. *. %tudents will meet specific re?uirements on the rubric +. %tudents must work as a group to complete the assignment. -. %tudents are able to work with who the' want to as long as the' are working together and completing the assignment. 5. >t is teachers discretion to determine if there is to much talking. 7la,oration: a ;eac(er Instructions 1. 0escribe the teaching acti"it' from teacher@s perspecti"e. , -esource 1. 4rimar' and3or secondar' source document3materials. c Student "cti0it# 1. 0escribe acti"e student learning acti"it'. 70aluation: a ;eac(er Instructions 1. )or homework students will be gi"en a prompt and the' must write a #ournal entr' o"er it. *. This prompt will be gi"en to the students as the' walk out the door and will ha"e the rubric attached to it. +. The prompt is2 a. >t is 185*, 'ou ha"e #ust heard there was millions of dollars of gold a"ailable on the other side of the countr'. 7ou ha"e onl' 5A left to 'our name, one horse, enough food to make the #ourne', camping supplies, and enough water. 7our parents tell 'ou to go along with 'our significant other. Could 'ou lea"e them behind wh' or wh' not5 >s it worth the in"estment5 Bhat are the pros and cons5 Bhat else would 'ou bring along with 'ou5 , -esource 1. Cubric located below. c Student "cti0it# 1. %tudents are to write about the prompt gi"en to them in a #ournal fashion. *. Cubric will be attached.

Resources (Source Citations & Bookmarks) =orks(eet 1 (ttp://www arc(i0es go0/education/lessons/works(eets/p(oto>anal#sis>works(eet pd) 6e0ada Dictionar# (ttp://www onlinene0ada org/ -u,ric:

pictures:

(ttp://pre$i co%/$%?tego@eotg/t(e9co%stock9lode/

-u,ric )or poster