The Gold Rush Week 2Day1 : Key Locations (60 minutes) Objective Students identify and describe the

key locations during the time of the Gold Rush in California. Standards Common Core State StandardsReading Standards for Information (CCSSRI) 1. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. Common Core State StandardsReading Standards for Literature (CCSS-RL) 2. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text 3. Determine a theme of a story, drama, or poem from details in the text; summarize the text. California Social Studies Content Standards (CSSCS): 4.3 Students explain the economic, social and political life in California from the Gold Rush 1. Identify locations of settlements such as Sutters Fort ISTE; NETS S 3: Research and Information FluencyStudents apply digital tools to gather, evaluate, and use information. Preparation You will need to read ahead in the Social Studies text to be well informed about the content before instructing the lesson. The academic information is found in pages 226-245 of the Reflections text. You will also need the website http://www.eharcourtschool.com/index.jsp for the online Social Studies text and individual student passwords (opachino; gradefour) available for those students who would like to listen to the audio version of the lesson.

In preparation for this lesson, you will also need to plan a schedule for the students to use the computers in the class in order to complete the: Interactive map! "##$%&&'()$*+,'-,./&01(2&2.,2,1&3..02&+$$*1,+#1.42&1/+$2&/+$2&56789) :&! Timeline (page 176 & 177 in the text) and; Poem located at History for Kids%!"##$%&&;;;-"12#.<=>?.<> 01(2-,./&,+*1?.<41+>5.*(><)2"-"#/* class assignments done. Each of these bookmarks should be pre-set on the class computers. !

Materials Reflections (Social Studies) student text and teacher edition Class set of computersset to History for Kids and interactive map bookmarkslisted in the preparation section above Teacher computer and document camera Paper/Pencil

Guided Instruction First, gain the students interest by starting with the Timeline chant which says: Timeline, timeline, it makes you feel so fine. To know your states great history, Ill tell you its no mystery. Just lay it on the line. Timeline, Timeline. Have the students stand up and create hand motions together to the words. Then, remind them how important it is to know the important events and key locations of a historical occasion such as the Gold Rush. Look at the timeline in the Reflections text on page 176-177. This will be a good visual to teach about what a timeline represents. Once the students have engaged in the learning activity through the chant, have them get out their Reflections text and turn to page 226 (chapter 6). First the students will do a picture walk through the lessonread the pictures first to give an idea what the content of the lesson is about. After the picture walk, the class will chorally read the lesson together. You can either do this one table group at a time reading aloud, or the entire class together.

Follow along in the teacher edition and pause for the guided reading questions in the margin to check for comprehension. This will also help the students to think about the content in more depth. Once the content of the lesson has been properly read as a class and reviewed, students can be instructed to begin the independent activity detailed below. Independent Activity Students will independently review the chapter in the Social Studies text (pages 176-194) describing the key locations and events that took place during the Gold Rush. This information has already been reviewed together as a class. They will use the interactive map web link and follow the direction. Then, they will then create a time-line (guided on pages 176-77 in the text) individually based on what they just learned. The written outcome can be done in word or a draw program. Finally, students will read the Gold Rush poem on the History for Kids link and write a comment in their word document after the timeline. Homework For homework after this lesson, students should finish the remaining work on their class assignment. They should also complete page 58 in the Reflections Workbook.