Unit 2 lecture
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This document provides instruction for a unit on the California Gold Rush. It includes objectives to explain effects of the Gold Rush that can still be seen today, identify major travel routes, and analyze reference materials. Students will complete a video scavenger hunt, do research on a Gold Rush topic using sources, and create a PowerPoint report with title, introduction and resources slides. Standards cover history of the period from Mexican rule to statehood, effects on economy and diversity, and English/language arts research strategies.
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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 t ...
1. looking to learn naea 2011
Here are some tips for analyzing images:
- Describe what you see without making inferences. Focus on details.
- Note the composition - where is the subject located, angles, lighting, etc.
- Consider when and where it was created to understand context.
- Think about the intended audience and purpose. Was it meant to educate, persuade, etc.
- Compare and contrast images on the same topic from different eras or cultures.
- Identify any symbols and consider their meaning both originally and how meanings can change over time.
- Discuss how the image makes you feel and what message or ideas it conveys. Support with evidence from the image.
- Analyze the
Gender and Mental Health - Counselling and Family Therapy Applications and In...
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This unit plan outlines a week-long lesson for 4th grade students on European exploration and colonial America, utilizing various technologies, hands-on activities like group projects and games, and assessments including worksheets, quizzes and a final test. The plan details the objectives to be covered each day, the media and materials to be used, how student participation will be engaged, and how student learning will be evaluated and the unit revised if needed.
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This pacing guide outlines a 4.5 week U.S. History course covering Reconstruction through the Gilded Age. It includes standards, essential questions for each topic, and resources for each week. Week 1 focuses on Reconstruction, examining the effects of the Civil War and amendments passed. Week 2 covers the Age of Inventions and industrialization. Week 3 analyzes the rise of capitalism and conflicting economic theories. Week 4 discusses immigration, urbanization, corruption in government, and the beginning of Progressivism and Imperialism. Formative and summative assessments are built into each week to check student understanding of key concepts and events from that time period.
Unit 5 planner
This unit focuses on geographic understandings of important places in the United States. Students will locate physical features and man-made landmarks on maps and with tools like Google Earth. They will study how population, transportation, and resources influenced industrial location between the Civil War and 1900. Students will research topics like the Chisholm Trail, Wright Brothers, inventors like Edison and Bell, the Spanish-American War, Panama Canal, and immigration to the US in this time period. A research guide provides questions to understand the impact of key people and events at the turn of the 20th century.
Representing Data VisuallyThis week, you are tasked to build visua.docx
Representing Data Visually
This week, you are tasked to build visual representations of the data you have collected throughout your research. Visual representations of data allow us to share information more efficiently and, often, more effectively.
Using the data you gathered/created in your Analytical Report in week five, create three to four graphic representations of that data. This can be done using charts, graphs, tables, and so on. Feel free to be creative.
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 t ...
1. looking to learn naea 2011
Here are some tips for analyzing images:
- Describe what you see without making inferences. Focus on details.
- Note the composition - where is the subject located, angles, lighting, etc.
- Consider when and where it was created to understand context.
- Think about the intended audience and purpose. Was it meant to educate, persuade, etc.
- Compare and contrast images on the same topic from different eras or cultures.
- Identify any symbols and consider their meaning both originally and how meanings can change over time.
- Discuss how the image makes you feel and what message or ideas it conveys. Support with evidence from the image.
- Analyze the
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- 1. Unit 2: Gold Rush – Facets of History Part 1 Mr. Ragsdale EDUU 566 Image from http://www.history-for-kids.com/california-gold-rush.html