Lesson Five Should we regret or celebrate the Gold Rush?

How did the Gold Rush impact all persons during this boom? Create a 'Gold Rush'
like poster warning non-whites of impact of Gold Rush.
I. General Information:
Grade Level: 8
Discipline: Social Studies
Unit Topic: To Go or Not To Go West: Westward Expansion of the United States
Time Frame: Mid 1800s
Text: Chinese Immigrants and the Gold Rush & Native Americans in the Gold Rush
Other Materials: Student computer stations, Packets of text, Pencils
II. Essential Understanding/Questions:
How did the Gold Rush impact all persons during this boom?
Should we regret or celebrate the Gold Rush?
III. Standards/Indicators
Topic B. Emergence, Expansion and Changes in Nations and Empires
Indicator 1. Analyze the growth and development of the United States
Objective b. Evaluate Manifest Destiny and its impact on territorial expansion of the
nation
Indicator 3. Evaluate westward movement in the United States before 1877
Objective a. Explain the political, economic, and social factors that motivated
people to move west
Objective c. Analyze the impact of westward movement on relations with Native
Americans, such as treaty relations, land acquisition and the policy of Indian
Removal
Indicator 4. Analyze patterns of immigration to the United States before 1877
Objective b. Analyze the consequences of the rapid settlement of California and
Oregon
RH R1: Read closely to determine what the text says explicitly and to
make logical inferences; cite specific textual evidence to support
conclusions
RH R2: Determine central ideas or themes of the text and analyze their
development; summarize the key supporting details and ideas
RH R6: Assess how point of view or purpose shapes the content and style
of a text
CC. 6-8.W.2 Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
CC. 6-8.W.3 Write narratives to develop real or imagined experiences or
events using effective technique, well-chosen details, and well-structured
event sequences.
CC. 6-8.W.4 Produce clear and coherent writing in which the

development, organization, and style are appropriate to task, purpose,

and audience.
IV. Lesson Objectives
Students will examine primary sources of diverse viewpoints (Chinese immigrants
and Native Americans) to evaluate the impact the Gold Rush had on their way of
life. Students will construct posters via Google Drawing in order to convey the travel
hardships or discriminating practices that arose during the period of westward
expansion.
V. Evaluation/Assessment:
Assessment of Objectives
Students will continue to use learning logs to record reactions and reflections to
primary source accounts of Chinese immigrants and Native Americans.
Students will create a poster via Google Drawing to imitate the historic Gold Rush
posters albeit with a different message to convey. Either the poster should convince
settlers (1) not to Rush WEST or (2) warn non-white groups about harsh treatment
VI. Procedures:
Introduction:
Create a K-W-L chart about Gold Rush to build off prior lesson.
Teaching/Activities:
Watch clip of youtube War & Expansion. What questions do you still have? What
was learned (use L column of KWL chart)?
Continue to use learning logs to examine primary sources featuring multiple
viewpoints highlighting the impact of the Gold Rush on the Chinese immigrant and
Native American communities.
How were these groups systematically marginalized and discriminated against?
What were you most surprised about?
How would you react to this news if it happened today in California?
Do a read-aloud of William Swains letter to contrast the experiences in California
once again.

Final activity: Create a poster through Google Drawing imitating the historic Gold
Rush posters albeit with a different message to convey. Either the poster should
convince settlers (1) not to Rush WEST or (2) warn non-white groups about harsh
treatment.
Enlist class involvement in rubric construction and parameters for poster (layout,
word choice, persuasion, subject matter, creativity)

Closure: Share posters with fellow students and turn into teacher.