Fieldtrip to the Autry

Judy Juarez
Karen Luedtke
Ada Sandoval
Esmeralda Vidovich

Logistics

Logistics of the Trip

Transportation: Bus
Transportation Cost: $300.00 per Bus
Museum Admission Cost: $4.00 per Student
$10.00 per Adult
Food: Bring Own Lunch
Departure Time: 8:30am / 1 hr. Drive
Returning Time: 2:15pm

Fieldtrip Forms for Students

Pre-Trip Activities

The First People

The first people made
basketry items out of
resources that surrounded
their homes like;

Tulle, Grass, and Tree Bark.

They used these baskets as
tools for hunting and
fishing.

The tribes that would be

found here in Rancho
Dominguez would include:
Chumash, Serrano,
Gabrielino, Luiseno,
Cahuilla, and Kumeyaay

Gold Rush
Objective: Students will
experience how hard it was to
mine gold and how geography
changed in California due to
excavation for gold in 1850s. Also
how many of them that came in
search for gold were not so lucky
to find gold. (prices are on
Picture) Many of the people
looking for gold had to purchase
items mine.
Materials needed:
Cookies: Chocolate Chip,
Raisin, M&Ms
Toothpick: flat, regular
Plate
Paper clip

Eureka! Ive found gold!

Teacher will hide gold nuggets
and students will look for gold
nuggets and yell EUREKA!!!
Once they find a nugget.
Note: Not all students will find
one!
Materials:
Gold Nuggets
Ambition

Westward Expansion
Art Walk
Students pretend to be
people in the painting while
teacher is a reporter
reporting about what is
going on.
Assessment of where
students are and what they
have learned.

Activities During Trip

Tour: 10:00am (55 min)

Californias First People: Over thousands of years, Californias

Indian peoples created complex and vibrant cultures, making
extensive use of vast trading networks as well as their natural
environments. Museum teachers will guide students through
the extensive collection of hands-on materials to teach them
about the diversity of California Indian cultures and lifeways.

Tour: 11:00 am (55 min)

The California Goldrush: Explore the

environmental, economic, political,
and social impacts of the California
gold rush of the late 1840s through the
early 1850s. Then its off to the gold
mines, where students can learn how
to pan for gold, just like the 49ers!

Tour: 1:00 pm (55 min)

.

Westward Expansion: Discuss

the idea of Manifest Destiny,
imagine the hardships of the
trail west through hands-on
activities, and touch the past
through replica objects

Post Trip Activities

The First People

Students will practice the
artistry the first peoples did.
Students know what materials
were around to help weave
their intricate baskets.
Students have to share what
their baskets will be used for
after they finish: tools or
hunting or fishing

The Gold Rush

Write a letter home about
your experience in California
Things to mention:
Materials they needed to do
the mining
Feelings about their findings
How well they did or didnt
New chores they had to take
up
How tired they were
Food they ate, whether or not
they had enough money for
food

Westward Expansion
Build your own wagon
Students must know the forms
of transportation of time
Wagons had to be pulled by
horses
Students must know what
could be brought along the
trails:
Perishables
Water
Clothing

THANK
YOU!!

California's First People

4th Grade
3. Living organisms depend on one another and on their environment for survival. As a basis
for understanding this concept:
3a Students know ecosystems can be characterized by their living and nonliving components.
3b Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and
some cannot survive at all.
The California Gold Rush
4th Grade
4.3 Students explain the economic, social, and political life in California from the establishment
of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the
granting of statehood.
4.3.2 Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John
Bidwell, John C. Fremont, Pio Pico).
4.3.3 Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using
biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).
4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California
economy and its political and cultural development since the 1850s.
4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of products produced and
consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.
4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those
who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the
1882 Chinese Exclusion Act).
Westward Expansion
4th Grade
4.4 Students explain how California became an agricultural and industrial power, tracing the
transformation of the California economy and its political and cultural development since the 1850s.
4.4.3 Discuss immigration and migration to California between 1850 and 1900, including the
diverse composition of those who came; the countries of origin and their relative
locations; and conflicts and accords among the diverse groups.
4.4.4 Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los
Angeles).