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SS.4.3.1 Identify the locations of Mexican settlements in California and those other settlements,
including Fort Ross and Sutter’s Fort.
SS.4.4.2 Explain how the Gold Rush transformed the economy of California, including the types of
products produced and consumed, changes in towns (egg., Sacramento, San Francisco), and economic
conflicts between diverse groups of people.
SS.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).
SS.4.4.4 Describe rapid American immigration, internal migration, settlement, and the growth of towns
and cities (egg. Los Angeles).
Knowledge: Skills:
Students will know: Explain the chronological events that led to the Gold
Students will know that the Gold Rush transformed Rush.
California’s landscape, people and economy. Explain how cities changed after mass immigration
Mass immigration to the state during the Gold Rush. during the Gold Rush.
Students will also know that Native Americans were Students will use research skills and map skills to find out
displaced and immigrants and African Americans about the Gold Rush and California’s landscape.
were discriminated against. Express their findings orally and in writing.
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
capitalized.
1. We will engage students by asking “What would you do with the possibility of finding money on the the school
grounds?” “Would you pursue trying to get it?” “How would you do this? “ We would than relate this real life
situation to how other immigrants felt at that time. We would “act out” this activity by placing fake gold around the
school and having the children figure out how to find it.
2. Key Vocabulary will be intouduced and will be assessed throughout the unit.
3. We will give students a questionaire about prior knowledge of Gold Rush. We will guide our lessons according to
our findings.
4. Present lesson plan on why immigrants chose different routes to get to California and the hardships they faced
along the way.
5. Students will fill out blank maps illustrating what they learned about the different routes leading to California.
6. Students will create a timeline to identify the important events during the California Gold Rush from 1848-1858.
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
7. Students will read Great Horn Spoon and have to write in their journal what are the main ideas discussed in the
book.
8. Students will read letters sent back from settlers of the Gold Rush and write about how these people may have
been feeling about their experiences in California.
(empathy)
UNIT COMPONENT 4
Here’s where your weekly plan, session by session, is mapped out briefly. Make sure to include when
you’ll administer the assessments throughout the unit. (Expand boxes as necessary).
Unit designers: Martha Gunter & Marcia Gunter Unit Name: California Gold Rush
WEEK 1
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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
WEEK 3
Monday Wednesday Thursday
6
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
7
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
8
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
Design Topic: Gold Rush and Settlers Subject(s) Social Studies Grade(s) 4 Designer(s) Marcia Olgin & Martha Gunter
9
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)