The California Gold Rush

 

Based on "Sutter’s Mill" by Dan Fogelberg

The PowerPoint Notes

Objectives:

TSWBAT describe the impact of the gold rush on US culture

TSWBAT compare and contrast the three routes to California

TSWBAT analyze art forms (a song) for historical significance.

Sponge/Focus:  Write a paragraph answering the following:  "What would you do if you found a million dollars?"

Have several students read their response. Would you travel 3,000 miles for a million dollars? Today, we’re going to talk about the gold rush. Do you think you would have participated in gold rush?

Lesson (Direct instruction, loosely based in KWL)

Introduce song. Ask students to make predictions about song.

Listen to song once. Were predictions correct?

Ask students to comment on what they heard about the gold rush.

As a class, generate questions about song and history. (i.e. Why would some curse Sutter’s Mill?)

Go piecemeal through song lyrics, analyzing historical content. See PowerPoint notes for specifics.

Summarize:   Three ways to get there: Overland, Panama, and Cape Horn.  Gold Rush opens west, creates American West image, sparks industry, even though not everyone profits (including Natives, Environment)

Closure: Students will write as though they are a miner 49er. They will describe their voyage to California and how they survive there.

 

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