Bringing History Alive
Instructor’s Manual
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Lesson 1: How the Gold Rush Started
Duration: One Class (60 minutes)
Objective
The students will understand the following:
1. How the California gold rush began
2. Key people involved in it
3. The Consequences of this gold Rush
4. Key places and incidents associated with the gold rush
Materials
1. A copy of the educational graphic novel Gold Mine! The California Gold Rush
Story for every student.
2. Notebook and Pencil.
3. Copy of the workbook (pages x-y) for every student.
Procedure
The lesson plans will comprise of:
1.
2.
3.
4.
A set of interactive and interesting activities
A specified time limit for every activity
Clear instructions for the students
Background for the teacher mentioning clearly the output of every activity
Evaluation
The idea of these lesson plans is to make students learn history of U.S in such a manner
that they enjoy learning it and do not find the process burdensome or boring. The
evaluation will be done on the basis of their participation in every activity. The workbook
will be taken from them after the end of the class and individual rating will be done on
the basis of participation level. In case of discussions in the class, the teacher can identify
the participation of different students and make a note of it in his/her evaluation sheet for
every student. The evaluation sheet is given at the end of the workbook which is to be
duly filled and signed by the teacher at the bottom.
Extension
Extension here refers to any home assignment or activity given at the end of the class.
This assignment can be a research activity, or writing and presentation work related to the
topic discussed in the class.
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.
Activity 1 – What Would You Do? (10 minutes)
Background
The aim of this questionnaire is to inculcate students’ interest in the topic of
California Gold Rush. This activity will help build-up students’ curiosity to find out
more about the gold rush.
Instructions to the students
“Go through the questionnaire on page 1 of the workbook and answer the questions
in the space given below after each question. Write what you feel. Give honest
answers. Write short answers of one or two lines long. You have ten minutes to finish
this task.”
Activity 2 – Character Sketch (15 minutes)
Background
At the end of this activity, students will learn about the contribution of different
characters to the Gold Rush. They will also be able to draw the character sketch of a
person.
Instructions to the students
“Select one character from the list of characters given on page 2 of your workbooks
and write the character sketch of that character. You must write at least 150-200
words. The parameters for writing are also given on the same page. You have 15
minutes to finish the task.”
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Contact lessons@gossamerbooks.com for more information.
Activity 3 – Do You Know These Expressions? (15 minutes)
Background
At the end of this activity, students will get to practice their vocabulary and some
commonly used expressions.
Instructions to the students
“Look at the illustrations on page numbers 3, 10, 12, 20, 32, 33, and 38 carefully and
read the expressions given on page 4 of your workbooks. Try to understand these
expressions. They are commonly used expressions and phrases. Explain their
meaning by writing one sentence for every expression on page 4 of your workbooks.
In case you don’t understand a particular phrase, raise your hand and I will come to
you. You have 15 minutes to finish this activity.”
Activity 4 – Let’s Play A Game! (20 minutes)
Background
At the end of this activity, the students will become aware of numerous important
incidents, people and consequences of the gold rush.
Instructions to the students
“Let us play a game now. Please make a semi-circle. Now, turn-wise, every one of you
will pick up a slip from bowl in the centre. Read out the question, caption, or clue from
the slip and point out to a student sitting in the circle. The students in whose direction
you point out will have to answer the question. All of you will get a chance to play this
game. So be patient and wait for your turn. If any of you is unable to answer, the person
sitting next to you will get the chance to answer.”
Make chits and write the following questions, caption or clues on each one of them:
Chit 1 – he listens secretly to Mr. Sutter and Mr. Marshall’s talk
Chit 2- he sees the gold first
Chit 3- who says “I have seen the elephant”
Chit 4 – he is the first to buy Alice’s pies
Chit 5- Mrs. Taylor is nobody else but…..
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Chit 6- where does Lola’s daughter go
Chit 7- the one-legged fellow turns out to be the smartest of all
Chit 8- actually the bandit is nobody else but………
Chit 9- the carpenter becomes rich businessman
Chit 10- he doesn’t want anyone to know about gold
Activity 4 – Home Assignment
Background
The students will learn to research on the topic concerned through different sources and
to give presentations in the class.
Instructions to the students
“I will divide you in groups of four each and each group will be given a research activity
to do. You have one week with you. Find out information from whatever source (library,
internet) you prefer and present the information in chronological order in the next
class.”
Research activities for groups
Group A – find out more about techniques involved in digging of gold, the methods
prevalent for digging in the past and today.
Group B – make a list of changes brought about in the life and careers of all involved in
the Gold Rush, compare the changes in the novel and in reality, what more can you find
other than mentioned in the novel.
Group C – list all the places that played a vital role in the gold rush, make a small history
of these places, where are they, what are they known for, how have they changed today
and what are they called now.
Group D – explore more about the characters of Max and Lola, the truth about their
existence, whether they were related, Max’s connection with the bandit Joaquin Murieta.
Group E – make a list of all those words and phrases that you have read for the first time
and what they mean. Were you able to understand their meaning with the help of pictures
and the context? If not, find out their meanings through different sources.
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Contact lessons@gossamerbooks.com for more information.
Bringing History Alive
Student’s Workbook
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.
Activity 1 – Ask yourself (10 minutes)
Questionnaire
1. Have you ever thought of going to an unknown land in search of Gold?
2. What would you do if someone informs you that there is gold in such and such place?
3. What preparation would you do if selected as the team leader to search for gold?
4. What would you do if you found a piece of gold in your search?
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.
Activity 2 – Character Sketch (15 minutes)
Names of characters to choose from:
Charlie
Peg Leg
Mr. Marshall
Sam Brannan
Mart Taylor
Mr. Sutter
You will write on the following aspects of the character’s personality:
Physical features
Place of origin
Any unique personality trait
Contribution to the gold rush
Write the character sketch below (150-200 word)
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.
Activity 3 – Do You Know These Expressions? (15 minutes)
The expressions
1 “it’s the El Dorado of the New World”
2 “ whoah, careful, that’s a little too close for comfort”
3 “ Hmmm! That mule has a gleam in his eyes”
4 “ Phew! That was close”
5 “I’d rather be trampled by an elephant”
6 “he’s finally snapped”
7 “I’m finished”
Write the meaning and one sentence for each expression given above.
Meaning
Sentence
1.
2.
3.
4.
5.
6.
7.
Copyright by Gossamer Books LLC (www.gossamerbooks.com)
Contact lessons@gossamerbooks.com for more information.