Geography lesson plan
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This two-session, fourth grade history lesson plan focuses on the California Gold Rush. In the first session, students will learn about the different groups that migrated to California from around the world in search of gold through books, pictures, and discussions. In the second session, students will work in groups to research and present on a chosen migrant group, including tracing their route to California on maps. The lesson aims to analyze how the Gold Rush affected settlements, daily life, politics, and the environment, as well as discuss the diverse immigration and migration during that time period. Student understanding will be evaluated based on a rubric assessing the quality and accuracy of their group research and presentations.
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Banghay Aralin sa Araling Panlipunan 8- Unang Yugto ng Imperyalismong Kanluranin
Kasaysayan ng Daigdig
Panahon ng Pagtuklas at Paggalugad
Yunit 3, aralin 1 paglakas ng europe
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
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Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely t ...
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3. Students will learn through audio clips, virtual tours, discussions, and a final project where they create a diorama depicting life in early North Carolina colonies.
Unit Plan
This unit plan aims to teach 4th grade students about how westward expansion, immigration, and inventions in the 1800s still affect America today. Over the course of 8 days, students will analyze why America expanded west through map exploration, readings, and interactive activities. They will learn about transportation innovations like trains that helped expansion and consider how events led to modern America. A variety of learning styles will be engaged through small group work, hands-on activities, and visual/auditory tools like the smartboard. The goal is for students to understand the history and impacts of expansion with at least 85% accuracy.
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Sex, Gender, Culture, and a Great Event The California Gold R.docx
Sex, Gender, Culture, and a Great Event: The California Gold Rush
Author(s): Albert L. Hurtado
Source: Pacific Historical Review, Vol. 68, No. 1 (Feb., 1999), pp. 1-19
Published by: University of California Press
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Sex, Gender, Culture, and a Great
Event: The California Gold Rush
ALBERT L. HURTADO
The author is a member of the history department at the
University of Oklahoma. A version of this paper was his
presidential address to the Pacific Coast Branch, American
Historical Association, at its ninety-first annual meeting in
August 1998 in San Diego, California.
I was working on the galleys for my book, Intimate Fron-
tiers: Sex, Gender, and Culture in Early California, when I happened
to hear several historians on National Public Radio. They were
explaining why a new historical organization, The History So-
ciety, was needed. Among other things, they argued that the
proliferation of gender studies in history threatened to trivial-
ize the discipline. We should be thinking about big things, and
we should be seeking the "truth."I I suspect that there are many
historians who believe that sex and gender are trivial subjects.
Sex and gender are merely manifestations of biology that are
common to all humans. What have they to do with the big
things in history? How does knowledge of sex and gender help
us discover some of the truth about the past?
This essay addresses those questions. Surely the California
gold rush qualifies as one of the "Big Things" in history. The
discovery of gold in 1848 set off a human migration that was
truly global in scope. Hundreds of thousands of people from
every continent set off for California. As a national event, the
1. Marc Trachtenberg, one of the historians who spoke about these issues on
public radio, explained his views more fully in "The Past Under Siege: A Historian
Ponders the State of his Profession-and What.
Putting History on the Map with Calisphere - CCSS 2011
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- 1. History Lesson Plan Gold Rush This lesson plan allows fourth grade student s to learn about the gold rush and how it affected the development of California. It also shows the migration of people from not only the United States, but all over the world who came to California in search of gold. The geography in this lesson allows students to see the different groups of people that came to California in search of a common goal: Gold. This lesson gives students the chance to trace the different routes and the struggles these people took to get to California. Number of Leaders: One teacher Grade of Students: Fourth Number of Sessions: Two Time of each Session: 30-45 mins. Objective: Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment. 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. Pre-Assessment: Talk about the gold rush and migration during that time. Ask students if they know anything about the gold rush or even if they have heard of the gold rush. Materials: -Books and Pictures of the gold rush -World Map -State Map -Colored Pencils/ Markers SessionOne- Warm-Up: Have students learn about the migration to California in search of gold. Allow students to look at books and pictures that have information about the different groups that came to California during this time. Ask any questions they may have about the gold rush. SessionTwo- Presentation: Students will learn how different groups of people came to California during the gold rush. Students will be in groups of 4-5. Each group will come from a different place and will have to decide how they came to California by tracing their route on a map. The students will do research about the place and people of their chosen group. Have students present their findings and the maps to the rest of the class.
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