The California Gold Rush-1849

Author: Bridget Hanney

I.

II.
III.
IV.

V.

VI.

VII.

History/Lesson Overview:
The California Gold Rush is a monumental event in U.S. history in
regards to westward expansion, occurring from about 1848 to 1855. Gold
was discovered in 1849 at Sutters Mill and quickly news spread of the
findings which led to approximately 300,000 newcomers traveling to
California land. These gold-seeking people earned the nickname, 49ers
as they arrived in 1849 in search of gold with hopes of striking it rich.
Technological advancements emerged throughout this period as well as
population and economic booms for the state of California.
However, the journey to California was full of hardships for most
families. People came from all over the U.S. and the world, many from
China, in hopes of a better life. Life on the different trail routes was tough,
money, food, water and supplies were scarce, leaving numerous people
sick or dead from disease. Even if people did make it to California, jobs
were limited and often dangerous and little paying. Through this lesson,
students will gain an understanding of what the gold rush was and its
impact on people and U.S. history in general. Guided inquiry, hands-on
activities, and close reading will aid in their written product of what they
have learned about this time in our nations history.
Expected Duration: 1-2 45 minute class periods
Social Sciences: History, Sociology, Economics
Concepts (Big Ideas):
News of the sudden discovery of gold in California quickly led to a
huge westward migration of people looking to strike it rich
This discovery had many lasting impacts-people left their homes in
other states or countries to find gold/work, California began to
flourish economically and socially
New technological advancements including tools and wagons
emerged during this period
Vocabulary Terms:
Forty-Niner-gold seekers who arrived in California in 1849
Covered Wagon-a large wagon with a cloth top, main method
of transportation West
Boomtown-towns that sprung up so quickly due to population
migration and economic growth
Skills:
Making Inferences
Making Predictions
Identifying new vocabulary terms
Determining cause-and-effect relationships
Weighing pros and cons from different peoples perspectives
Interpreting peoples feelings
Illustrating or writing to summarize learning creatively
Broad Goals of the Lesson:

VIII.

Understand what the California Gold Rush was and why it is

important in U.S. History
Identify the causes and short and long-term effects of this major
event
Recognize conflicts people experienced as they made their journey
west
Differentiate between different points of view
Make informed decisions from anothers perspective
PDE SAS Standards
History- 8.1: Historical Analysis and Skills Development 8.1.4.B: Distinguish between fact and
opinion from multiple points of view, and primary sources as related to historical events.
History- 8.3: United States History 8.3.4.B: Locate historical documents, artifacts, and places
critical to United States history.
8.3.4.D: Distinguish between conflict and cooperation among groups and organization that
impacted the history and development of the United States.

IX. NCSS Themes and Subthemes

II. Time, Continuity and Change. E. develop a deeper understanding and
appreciation for differences in perspectives on historical events and developments,
recognizing that interpretations are influenced by individual experiences, sources
selected, societal values, and cultural traditions.
III. People, Places and Environments. A. study the causes, patterns and effects
of human settlement and migration, learn of the roles of different kinds of
population centers in a society, and investigate the impact of human activities on
the environment. This enables them to acquire a useful basis of knowledge for
informed decision-making on issues arising from human-environmental
relationships.
B. Study the communications and transportation networks that link different
population centers, the reasons for these networks, and their impact. They identify
the key social, economic and cultural characteristics of populations in different
locations as they expand their knowledge of diverse peoples and places. Learners
develop an understanding of the growth of national and global regions, as well as
the technological advances that connect students to the world beyond their
personal locations.
X. Lesson Objectives
a. Remember: Students will recall their prior knowledge on westward
expansion by examining tangible artifacts and recording observations
on a KWL chart as a before reading activity.
b. Understand: Students will describe the events that caused the Gold
Rush, what occurred throughout the period and its effects by
discussing predictions or feelings during reading as well as
summarizing their learning by completing the KWL chart.

c. Apply: Students will illustrate and/or write their own documents from
the point of view of someone from the time period.
d. Analyze: Students will infer what the Gold Rush involved using primary
sources (artifacts and documents). They will discuss their ideas with
the class as well as record them on their KWL chart.
e. Evaluate: Students will evaluate whether or not they would have made
the journey west in 1849 after carefully weighing the advantages and
disadvantages from different viewpoints; evaluation will be measured
by the quality and accuracy of reasoning in their final written reports.
XI. Teaching Procedures
A. Anticipatory Set: Relate to past learning: Students just finished up
their lesson on Lewis and Clark and the Oregon Trail. Teacher will
remind students that there were a number of reasons why such a
large population migrated westward during this time. Focus Student
Attention on Lesson: A hint will be given to students as to what a
significant reason for migration was at this time and what the class
will be exploring next-pieces of fake gold nuggets will be placed on a
table along with tools like pans, picks and perhaps dusty scraps of
clothing. Students will be able to observe and touch the artifacts.
The class will begin by filling out a KWL chart of what they already
may know or have heard about the California Gold Rush.
B. Lesson Input
1. Teacher will introduce the lesson on the Gold Rush by reading
aloud, Gold Fever! Tales from the California Gold Rush by
Rosalyn Schanzer as a class. Teacher will show illustrations and
use stopping points during the reading to jot down what
students are thinking, feeling or predicting about any
outcomes of the story. Once the class has finished the story,
students will complete their KWL charts by filling in any new
information they have learned about the Gold Rush. As a class,
teacher will also hand out copies of primary source documentsexcerpts from Gold Rush Diary of George Bonniwell and
authentic advertisements from the time. Discussion of the
material will be guided by teacher with questions such as,
What do you think Bonniwell was feeling during his journey?
Would you have done the same for your family? Do you think
he has any regrets? What kinds of risks did he have to take?
What is the main purpose of this advertisement? Does it make
you want to go to California? What is the overall tone of the
flyer? Did the advertiser leave anything out?
2. Guided Practice: Students will either take the role of a business
owner or head miner advertising for people to come work in
the mines of California or a man, woman or child traveling to
California in search of gold. Integration of writing skills/the
arts: Students who choose the perspective of a business owner

will create an authentic looking advertisement persuading

people to head west. They must include reasons for which it
will be a promising decision for them as well as a brief
description of the job, hours and pay.
3. Integration of writing skills: Students who choose the
perspective of a forty-niner will write a diary entry from the
point of view of their character. They must include a brief
summary of the reason for travel, the background of the
family, which route they are taking as well as inner feelings,
hopes and fears the character might be having throughout the
experience.
C. Formative Assessment
a. As students engage in discussion throughout reading of the book
as well as during examination of the primary sources, the
teacher will evaluate students for their participation and
deliberation skills in addition to their cooperative listening skills.
Students will turn in their KWL charts for completion and
accuracy, but will also be formatively monitored as they begin to
formulate their reasoning behind their chosen writing/illustrating
topic. Monitoring Progress: As students work together, the
teacher can administer a formative assessment by assessing the
accuracy and creativity in their ideas. The reasoning behind
each of their points must be relevant to the time period,
circumstances, and role they are partaking in. Teacher will
circulate from each group, offering scaffolding and guidance as
students formulate ideas into beginnings of their longer writing
pieces.
D. Adaptations/Accommodations
Enrichment: Advanced students can take the assignment a step
further by researching an influential person from the PBS
website under People and Events and write a news report or
personal diary entry from their point of view.
E. Independent Practice
Students will illustrate or write their advertisements or diary
entries independently, followed by an oral presentation to the
class of their finished product. Students will show what they
have created as a result of what they found to be most
interesting or striking about the Gold Rush while providing
accurate, detailed descriptions of life during this time. Students
will have an opportunity to share their original works as well as
see and hear other perspectives that their peers had regarding
the lesson.
F. Differentiation
I will differentiate the lesson based on the needs of my particular
students in class.
G. Closure
As a conclusion or summary of the lesson, students will make a
final decision as to whether or not they would have chosen to make
the journey to California during the Gold Rush given their research.
After examining both primary and secondary sources used in the

lesson as well as viewing their peers presentations, they will weigh

the pros and cons of traveling westward. Following deliberation,
students will choose to stay or go to California during the Gold
Rush. The class can then physically separate as one side of the
room is the homeland and the other is the covered wagon on its
way to California. Students will not only participate in this fun
representation of decision-making, but they will have to support
their reasoning in a mock debate as to why their choice is the
smartest. Teacher should remind students of deliberation skills as
well as how to refer back to all the sources they have used when
making their final choice. Students should consider the conflicts and
hardships people faced while making the journey west, yet also the
possibility of a better life for their families.
H. Teacher and Student Resources/Evaluation of Resources
a. Student Reading Resources
Primary source document-The Gold Rush Diary of
George Bonniwell
Gold Fever! Tales from the California Gold Rush by
Rosalyn Schnazer
Gold Advertisements
b. Teacher Resources for Lesson Design:
Internet Resources:
Digital History-The Gold Rush
http://www.digitalhistory.uh.edu/disp_textbook.cfm?
smtid=2&psid=3271
PBS American Experience-The Gold Rush
http://www.pbs.org/wgbh/amex/goldrush/index.html
Resource Title or
Website Address

Digital
History-The
Gold Rush

Influence:
Significant
Influence (SI) or
Minor Influence
(MI) in informing
your thinking,
decisions about
the lesson plan

3+ Characteristics
suggesting that
the source is a
quality resource,
reliable material

Accessibility
Access for
teachers or
others

Overall Rating
and Suggestions
for current,
future use of
resource

Accurate
information

Fairly easy
accessibility

History
presented in
a
straightforw
ard manner
Extensive
resources
including a
film,
important
people and
events, a

B-would use
for a brief
overview of
history or
background
information

Easy
Accessibility

A+ would
definitely
use in my
future
classroom
for other
lessons/reso
urces

MI

PBS American
Experience
SI

map of gold
strikes, a
timeline and
even a
teacher
guide with
suggestions
on how to
use this site
in the
classroom
Primary
source
pictures and
documents
Additional
features
including
online poll
and
interactive
game
The Gold Rush
Diary of
George
Bonniwell

SI

Primary
source
document

Easy
Accessibility

B+ worked
well as a
primary
source
document
for this
particular
lesson, yet
not quite as
transferable
to other
lessons.

Easy
Accessibility

A+ great
integration
of literacy
and social
studies
instruction;
would
definitely

Written as
diary entries
with dates

Scholastic
Dear America
SI

Feelings and
occurrences
from
someone
who lived
through the
Gold Rush
Integration
of Dear
America
novel
alongside
social
studies
instruction

Timeline
provided

use in my
classroom.

Accurate
history
before,
during and
after the
Gold Rush
I.

J.

Summative Assessment
a. KWL Chart will be collected and graded for completion and
relevancy to the topic
b. Advertisement/Diary Entry-graded using attached performance
assessment rubric
c. Oral Presentations-graded using attached performance
assessment rubric
Materials/Technology

golden nuggets
Panning materials and tools
Dusty/worn scraps of clothing
Gold Fever! Tales from the California Gold Rush by Rosalyn
Schanzer
Primary sources-Gold Rush Diary of George Bonniwell,
advertisement flyers
Computers/iPads/tablets
Optional: markers, posterboard, powerpoint, Smart Board
K. Reflection on Planning
As part of a broad unit on the West region of the United
States, the textbook outlined most of the major historical events
that took place in that area. The California Gold Rush is
something that can be very interesting so I was excited to plan
engaging activities while students learned what the gold rush
was and its impact. I began thinking of the main concepts I
wanted students to know by the end of my lessons and
formulated ideas on activities from there. In order to motivate
students and grab their attention, the topic of the gold rush
offers a fun way to incorporate artifacts that kids can touch and
manipulate. As an introduction, I assumed that fourth grade
students may have heard of the gold rush, but not have
extensive knowledge on it. Therefore, a KWL chart to take a look
at their prior knowledge or any preconceived notions would be a
good start; however, I do see these done a lot. Since I am an
English/Language Arts concentration and social studies is very
easy to integrate with literacy, I thought using a trade book
would fit perfectly with the lesson. I did not have trouble finding

a high quality book at grade level with accurate information and

intriguing illustrations.
For the bulk of the lesson, I wanted to get students
thinking about how people must have felt and been affected by
the events going on at this time. Viewing events from another
perspective is a higher order skill that students should be able to
do. Also incorporating language arts, I had students take what
they have learned in the social studies lesson and create a
product that not only summarized learning, but showed their
creative writing abilities.
Author: Bridget Hanney
Topic: California Gold Rush Part II Lesson #10
I.

History/Lesson Overview
The California Gold Rush marked a period in history when
mass groups of people migrated west with hopes of finding
wealth for their families. One of the major influences at this time
was the media. The newspaper was the primary source of
communication when it came to sending urgent messages to
different parts of the country/world. When gold was first
discovered in California at Sutters Mill, the newspapers released
headlines announcing the discovery, sending thousands of
people into a frenzy over the newfound riches.
Throughout the few years that the gold rush progressed,
the newspapers still played a huge role in how people received
news as well as a form of personal expression for some. It was
during this era that people started to see more political and
editorial cartoons being published in the newspapers. Writers
and cartoonists began to take real events and put their own
perspective or stance behind it; often times in a comical fashion.
A picture is worth a thousand words. , this saying can reign
true in the world of communications and the press.

II.

Expected Duration: 1-2 45 minute class periods

III.

Social Sciences: History, Sociology

IV.

Concepts (Big Ideas):

Use of media had a large impact on how people reacted to

events that were going on during the Gold Rush

Published newspaper reports and cartoons can give us

insight as to how news was portrayed at the time and what
peoples specific opinions on certain issues were

Primary sources can help us gain understanding as to events

of the past and how peoples lives were changed by them

V.

VI.

VII.

VIII.

IX.

Vocabulary Terms

Political Cartoon-an illustration or drawing containing a

political or social message relating to current events or
personalities.

Media-the means of communication that reach people

widely.

Controversial-prolonged public dispute; debateable.

Skills

Analyzing primary source documents

Differentiating between fact and opinion

Examining issues from different points of view

Connecting the past to the present

Examining current events

Summarizing learning by creating an original work

Broad Goals of the Lesson:

Understand what a political cartoon is and what role they

play in the media today and in the past

Be exposed to several different forms of communication

during the time of the Gold Rush

Analyze the messages people were trying to get across

through images and news stories

Develop a stance on an issue and express it appropriately

through a political cartoon

PA Standards:

History: 8.1.4.B: Distinguish between fact and opinion from multiple points of view,
and primary sources as related to historical events.

United States History: 8.3.4.A: Differentiate common characteristics of the social,

political, cultural and economic groups in United States history.

NCSS Themes and Subthemes:

I.A.= I. Culture A. Examine the socially transmitted beliefs,
values, institutions, behaviors, traditions and way of life for a
group of people; it also encompasses other cultural attributes
and products, such as language, literature, music, arts and
artifacts, and foods. Students come to understand that human cultures
exhibit both similarities and differences.

X.

XI.

II.E.=Time, Continuity and Change E. Develop a deeper

understanding and appreciation for differences in
perspectives on historical events and developments.

Lesson Objectives:

Remember: Students will identify the viewpoint being

portrayed by a political cartoonist by analyzing the meaning
behind its image.

Understand: Students will interpret primary source

documents.

Understand: Students will comprehend the importance of the

media (newspapers) in the Gold Rush by seeing their impact
in history.

Apply: Students will create their own political cartoons.

Analyze: Students will compare the differences in opinion

between different people or social classes.

Evaluate: Students will evaluate the validity of various types

of primary sources including political cartoons.

Teaching Procedures
A. Anticipatory Set
Relate to past learning: Students just completed their final
products of either advertisements or diary entries from the
perspective of someone who lived in 1849. They have
already touched upon the role of the media during the era,
when they examined newspapers, documents and
advertisements. However, with this lesson, students will
delve deeper into one major form of media that portrayed
the Gold Rush and events surrounding it by introducing
political cartoons. Most students may not have ever heard of
political cartoons so a brief overview of what they are and
what purpose they serve is necessary. Focus Student
Attention on Lesson: Teacher will display examples of modern
political cartoons that have been recently published in local
newspapers about current events. Students will be given a
few minutes to view the images silently and jot down any
ideas they have about its meaning or feelings evoked while
examining the cartoon. After this time, teacher will explain
what the definition of a political cartoon is and how they are
used today as well as how they were used in the past.
B. Input
1. Guided Practice: As a class, teacher and students
will analyze the modern political cartoons as they
work together to fill out the cartoon analysis
worksheet. After they have answered the questions

for the first cartoon, students will turn and talk with
a partner about their answers to the second
cartoon. Students are reminded that often political
cartoons are opinion-based, thus, there is no right
or wrong interpretation, they are simply sharing
what they thought the cartoonist was trying to
convey.
Monitoring Progress: As students discuss their ideas
about the meaning of the second political cartoon,
teacher will circulate throughout pairs listening for
relevancy and reasoning behind comments.
2. After turn and talk with their peers, students will
then be prompted to think about how this form of
media may have been utilized during the time of
the California Gold Rush. Students will brainstorm
possible hot topics that would be worthy of
reporting. Teacher will help remind students of what
was considered groundbreaking or controversial
news during the time. What major events were
taking place? How did people react to them? What
conflicts occurred? Were there differences of
opinion?
3. Students will be introduced to two primary source
documents from 1848 when gold was first
discovered on a transparency.
Independent Practice: Students will carefully
examine the primary sources as they complete the
document and cartoon analysis worksheets. When
they have completed them, students will share
their ideas with a different partner than they had in
the first exercise.
4. Closure/Summary: After they have had a chance to
discuss the documents with a partner, students will
share the main points they found to be notable with
the whole class. In closing, students will create
their own political cartoons about either an event
pertaining specifically to the Gold Rush, or another
event they have previously learned about in this
unit. (i.e. Native Americans, Lewis and Clark, the
Oregon Trail etc.) All completed political cartoons
will be compiled as a part of a class wide
newspaper, which will be put together in addition to
their previous writing assignments such as the
advertisements or diary entries from the previous
lesson.
C. Formative Assessment
During the initial anticipatory set, the teacher will be
observing students notebooks as they jot down ideas or
any perceived notions as to what a political cartoon is and
the message being conveyed in the ones displayed.

Throughout the guided practice, the teacher will be

circulating in between pairs observing and listening to
conversations. The teacher will be paying particular
attention to the different perspectives and ideas students
have when they examine political cartoons. Students
should be practicing their listening skills as their partner
shares as well as offering their own contributions. As
students brainstorm current events during the time of the
Gold Rush, the teacher will aid them in deciphering
between important events and less significant details.
D. Differentiation
I will differentiate based on my students individual needs.
E. Teacher and Student Resources and Evaluation of Resources
a. Student Reading Resources
Modern political cartoons and current events in
newspapers
Primary Source documents-historical political
cartoons and newspapers
Document and Cartoon Analysis worksheets
b. Teacher Resources for Lesson Design
Internet Resources:
Interpreting Political Cartoons in
the Classroom
http://teachinghistory.org/teachingmaterials/teaching-guides/21733

Incorporating Political Cartoons in the

Classroom
http://slo.neric.org/cartoons/introslo.htm

History Society of Pennsylvania

https://hsp.org/education/unitplans/understanding-history-throughpolitical-cartoons-for-middle-grades
Images:

Resource Title or
Website Address

Influence:
Significant
Influence (SI) or
Minor Influence
(MI) in informing
your thinking,
decisions about
the lesson plan

https://www.loc.gov/rr/print/list/picame
r/paGold.html

3+ Characteristics
suggesting that
the source is a
quality resource,
reliable material

Accessibility
Access for
teachers or others

Overall Rating
and Suggestions
for current, future
use of resource

Interpreting
Political
Cartoons in
the
Classroom

History Society
of
Pennsylvania

Incorporating
Political
Cartoons in
the Classroom

SI

Rationale for
teaching
political
cartoons

Easy
Accessibility

A+ would
use again for
other social
studies or
English
lessons

Easy
Accessibility

A could use
for finding
lesson plans
that align
directly with
PA standards

Easy
accessibility

A very easy
to navigate
and use for
more lesson
plans for
other social
studies
topics that
political
cartoons
could be
incorporated
A could use
this site for
other lessons
incorporatin
g primary
source
documents
or images

Many lesson
plan and
activity ideas

MI

SI

Common
pitfalls
teachers may
experience
Provides big
ideas,
concepts,
essential
questions
and
alignment
with
standards
for using
political
cartoons in
the
classroom
Full lesson
plan ideas
and
assessments
Suggested
questions
Extended
resources
provided

Primary
Source Gold
Rush Images

SI

Provides
several
examples of
primary
source
documents
and images
from the
Gold Rush
time period.

Easy
Accessibility

F. Summative Assessment
a. Document Analysis Worksheet and Political Cartoon
Analysis Worksheet will be collected and graded for
completion, relevancy to the topic and supporting
evidence behind claims.
b. Political Cartoons-collected and graded using the
attached rubric.
G. Materials/Technology
a. Primary Source- political cartoons from the Gold Rush
time period
b. Primary Source- newspaper articles from the time
c. Markers, colored pencils
d. Construction paper
e. Computers/ iPads
H. Reflection on Planning
As I thought about another fun activity that I could use to
teach more about the Gold Rush to fourth graders, I
reflected back on what I remember enjoying most in social
studies classrooms as a student. Not only are political and
editorial cartoons something that engages students, but
they have played a large role in the media throughout
history. Especially since students are used to doing a lot of
writing and reading assignments, being able to examine
drawings and even create their own would be a new
change in learning. This would also appeal to visual
learners and more artistic students who enjoy expressing
their learning through drawing.