Becoming History

California Content Standard: 4th Grade Social Studies
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.
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).
3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physi­
cal environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo,
Louise Clapp).
4. Study the lives of women who helped build early California (e.g., Biddy Mason).
4th Grade Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Organization and Delivery of Oral Communication
1.7 Emphasize points in ways that help the listener or viewer to follow important ideas and
concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance
meaning.

Materials:
• Computers with internet access
• Classroom amplification system
• Scott Foresman History-Social Science for California Biogaphy Cards


Learning Objectives: The students will learn about several different prominent figures from the California Gold Rush. Students will work in groups to research a person from the California Gold Rush, write a speech from the person’s perspective, and present the speech to the class.


Anticipatory Set: The California Gold Rush brought a wide variety of people to California from all over the world. Show pictures of some of these people (Levi Straus, James Beckwourth, John Sutter, Louise Clapp, Biddy Mason, and Sam Brannan for example)


Instruction:
• Students will work in groups of 3-4. Each group will choose a biography card (Scott Foresman History-Social Science for California) on the historical figure in California history.
• The teacher will model for the students how to read through the cards and take notes.
• The groups will work together to read the card and take notes.
• The groups will use the computer lab to research additional information on their historical figure.
• The students will work with their group to develop a presentation for the class from the point of view of their historical figure. The presentation should include the most important points of the person’s life and the impact they had on California’s history.
• The groups will practice giving their presentation.
• The groups will present to the class using the classroom amplification system. The rest of the class will take notes on the presentations.



Closure: The students will share with a partner two important pieces of information they learned about each historical figure. They will add any new information learned to their notes.


Assessment: Each group will develop two test questions on their historical figure. The teacher will compile the questions into a test. The students will take the assessment using their notes.