American Democracy in Word and Deed
MDUSD/UCB H-SSP
4th Grade Lesson: Diversity and Conflict During the Gold Rush
Developed by: Kim Exner, Christie Hadley and Marie Otsuka
Teaching American History Grant Focus Question:
How have the words and deeds of people and institutions shaped democracy in the U.S.?
Grant Yearly Theme: Cultural/Intellectual
History-Social Science Standard/s: 4.3 and 4.4
Unit Topic: Road to Statehood
Lesson Focus Question: Why did the arrival of a diverse population during the gold rush period result in conflict
between US citizens and immigrants?
Lesson Teaching Thesis: The arrival of a diverse population during the gold rush period resulted in
conflict between US citizens and immigrants. The United States believed that since California was
a US territory only US citizens had the right to search for gold. This belief led to conflict between US and
foreign miners.
Reading and Writing Strategy:
 READING Strategy:
o Sentence Deconstruction, Primary Source Analysis (miner portraits from diverse backgrounds)

WRITING Strategy:
o Paragraph outline and working with writing components (Developing Thesis statements, and Choosing
Evidence)
Lesson Assessment:
Students will be assessed on their ability to write the final paragraph.
Suggested Amount of Time:
Three Days
Textbook Citation:
California: A Changing State. Orlando, Florida: Reflection Series, Harcourt
School Publishers, 2007, Chapter 6, Lesson 2 pp 236-243
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Primary Source Citation:
Yankee Miner - http://content.cdlib.org/ark:/13030/tf3b69n709/?layout=metadata&brand=calisphere
Chinese Miner - http://museumca.org/picturethis/pictures/untitled-portrait-chinese-man
 For black and white copies, use photo on page 20. For color photos, use photo on page 17.
African Am Miner - http://content.cdlib.org/ark:/13030/tf209n986x/
Chilean Miner - http://content.cdlib.org/ark:/13030/kt8489q9sn/?layout=metadata&brand=calisphere
Context of the lesson in the unit:
The lesson will take place at the beginning of the unit. Students will already have discussed the Mexican occupation of
California, the secularization of missions, and rancho life. This information will slowly transition the students to the
reasons for United States interest in California. Through this lesson students will focus on the diverse population that
already existed as well as the people that came to California during the gold rush. Finally the students will also have read
lesson 1 which covers an introduction to the gold rush.
Lesson Procedure:
Day One:

Reading Strategy
o Read Lesson 2 in Chapter 6 (pp 236-243) together as a class either chorally or as a cloze.
o Complete sentence deconstruction
Day Two:
Show students as a whole group miner portraits on the document camera. Break into small groups and distribute sets of
the four miner’s portraits to each of the groups. Pose the question, “Which one of these men is a miner?” Have the
students discuss in their small groups. Bring the group back together and discuss their findings.

Writing Strategy
o Complete thesis/evidence chart, section number one whole group lead by teacher.
o Divide students back into small groups to complete section number two together. Clarify to the students
that each line on the chart represents a missing word.
o Bring class back together to discuss their completed charts. Students will self-correct if necessary.
o Next complete the paragraph frame. Paragraph number one will be completed whole group led by teacher.
Teacher will model using thesis/evidence chart number one.
o Guide students in the completion of thesis statement number two.
o Small of students will then complete paragraph number two. Remind students to refer to their
thesis/evidence chart number two for support.
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Day Three:
o Students will complete final drafts of paragraphs.
Enrichment options:
o Have students draw a portraits of themselves as miners.
o Have students write a journal entry from the perspective of one of the diverse miners.
History-Social Science Content Standards:
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. 4.4 Students explain how
California became an agricultural and industrial power, tracing the transformation of the California economy and its
political and cultural development since the 1850s.
Historical and Social Sciences Analysis Skills:
Chronological and Spatial Thinking
1.
Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some
things change over time and some things stay the same.
Research, Evidence, and Point of View
1.
Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries,
artifacts, photographs, maps, artworks, and architecture.
Historical Interpretation
1.
Students summarize the key events of the era they are studying and explain the historical contexts of those events.
2.
Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique
character of those places.
3.
Students identify and interpret the multiple causes and effects of historical events.
Common Core State Standards:
Reading: Informational Text:
RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
RI.4.3. 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.
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Writing:
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Speaking and Listening:
SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Background Information:
Throughout the gold rush period, California’s population became more diverse because of the large migration of different
people from all over the world. People were tempted by the desire to live a better life and discover new opportunities in
the gold fields. The Californios, Native Americans, and some US citizens were already in California when the gold rush
started. Many people came from Mexico, South America, Europe, China, and the eastern United States. US citizens felt
entitled to all the claims because California was recently acquired from Mexico as a result of the Mexican-American
War. While most people began the migration with the intent of going back home, many of these immigrants found new
opportunities and settled in California. There were conflicts and discrimination against certain groups of people due to
the United States asserting their power over the diverse immigrants in California. Examples of discrimination and
conflict were the Foreign Miner’s Tax, separate ethnic mining camps and the cutting of Chinese immigrants long,
braided hair.
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NAME_______________________________
(Teacher Key-paragraph deconstruction) Diversity and Conflict During the Gold Rush
Who (subject)
Participants
Action words
(verbs/ verb
phrases)
People of nearly every came
race, religion, and
background
Immigrants from
brought
around the world
Who, What, Where
Message
Most people
to get along with people of
other groups, but sometimes
there were conflicts.
Why did only some people get
along? What kind of conflicts?
discrimination.
Why did these people face
discrimination? What other groups?
learned
Chinese and Mexican faced
immigrants, California
Indians, African
Americans,
Californios, and other
groups
Discrimination
is
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What questions or conclusions can
you make from this information?
to California during the gold
rush.
different customs, languages,
and cultures.
the unfair treatment of people
because of their religion, their
race, or their birthplace.
Some miners
felt
Some people
even
threatened
that only people from the
United States had the right to
search for California gold.
to harm immigrant miners or
worked to pass laws that
limited their rights.
What miners? Why did they feel that
way?
Which people? Why only some?
What laws? How did they harm
them?
Lesson Question: Why did the arrival of a diverse population during the gold rush period cause conflicts between US citizens
and immigrants?
Source: Reflections California: A Changing State, page 242
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NAME_______________________________
Diversity and Conflict During the Gold Rush
Who (subject)
Participants
People of nearly every
race, religion, and
background
Action words
(verbs/ verb
phrases)
Who, What, Where
Message
to California during the gold rush.
_____________
Immigrants from around
the world
____________
different __________________________,
_______________________________, and
___________________________.
Most people
to get along with people of other groups,
_____________
but sometimes there were
_________________________.
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What questions or
conclusions can you make
from this information?
Chinese and Mexican
immigrants, California
Indians, African
Americans, Californios,
and other groups
faced
___________________________.
Discrimination
the unfair treatment of people because of
_______
their __________________________, their
___________________________, or their
_________________________.
Some miners
Some people
__________
that only people from the United States had
the right to search for California gold.
even
___________
to harm immigrant miners or
worked to pass laws that limited their rights.
Lesson Question: Why did the arrival of a diverse population during the gold rush period cause conflicts between US citizens
and immigrants?
Source: Reflections California: A Changing State, page 242
Copyright 2007 UC Regents
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NAME_________________________
(Teacher Key-Writing) Diversity and Conflict During the Gold Rush
THESIS/EVIDENCE #1
THESIS
Throughout the gold rush period, California’s population became more diverse.
EVIDENCE
Native Americans, Californios, and some US citizens were already living in California at the time gold was discovered.
EVIDENCE
In the pursuit of riches and new opportunities, people (mostly men) immigrated to California from places such as Mexico, South
America, Europe, Australia, Canada, and Asia. African Americans were also part of this diverse group, though many came as slaves.
EVIDENCE
These immigrants brought with them their religions, customs, and languages.
THESIS/EVIDENCE #2
THESIS
It was very difficult for immigrants to be successful because of discrimination.
EVIDENCE
The arrival of a diverse population during the gold rush period resulted in conflict between US citizens and immigrants. Foreign miners
faced discrimination, which led to conflicts.
EVIDENCE
Laws, such as the Foreign Miner’s Tax, were passed to discourage foreign immigrants from mining gold.
EVIDENCE
Miners set up camps based on ethnicity.
Lesson Question: Why did the arrival of a diverse population during the gold rush period results in conflict between US citizens and immigrants?
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NAME_________________________
Diversity and Conflict During the Gold Rush
THESIS/EVIDENCE #1
THESIS
Throughout the gold rush period, California’s population became more diverse.
EVIDENCE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
EVIDENCE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
EVIDENCE
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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THESIS/EVIDENCE #2
THESIS
Throughout the gold rush period, California’s population became more diverse.
EVIDENCE
The arrival of a ____________________________ population during the gold rush period resulted in
_______________________ between ___________________________________________________and
______________________________________. Foreign miners faced discrimination, which led to conflicts.
EVIDENCE
Laws, such as the Foreign Miner’s Tax, were passed to discourage ___________________________________
________________________________ from mining _________________________________.
EVIDENCE
Miners set up ______________________________ based on __________________________________
____________________________________________________________________________.
Lesson Question: Why did the arrival of a diverse population during the gold rush period result in conflict between US citizens and immigrants?
Copyright 2007 UC Regents
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NAME_________________________
(Teacher Key-paragraph frame) Diversity and Conflict During the Gold Rush
Thesis statement #1: Throughout the gold rush period, California’s population became more diverse.
Evidence 1: Native Americans, Californios, and some US citizens were already living in California at the time
gold was discovered.
Evidence 2: In the pursuit of riches and new opportunities, people (mostly men) immigrated to California from
places such as Mexico, South America, Europe, Australia, Canada, and Asia. African Americans were also part
of this diverse group, though many came as slaves.
Evidence 3: These immigrants brought with them their religions, customs, and languages.
Concluding statement: People from all over the world came to California during the gold rush.
Thesis statement #2: It was a very difficult for immigrants because of discrimination.
Evidence 1: The arrival of a diverse population during the gold rush period resulted in conflict between US
citizens and immigrants. Foreign miners faced discrimination, which led to conflicts.
Evidence 2: Laws, such as the Foreign Miner’s Tax, were passed to discourage foreign immigrants from
mining gold.
Evidence 3: Miners set up camps based on ethnicity.
Concluding statement: Conflict came from the fact that the United States believed that since California was a
US territory, only US citizens were allowed to search for gold.
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NAME_________________________
Diversity and Conflict During the Gold Rush (paragraph frame)
Thesis statement #1: ____________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 1:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 2:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 3:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Concluding statement:
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
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NAME_________________________
Diversity and Conflict During the Gold Rush (paragraph frame)
Thesis statement #2: ____________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 1:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 2:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Evidence 3:___________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
Concluding statement:
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.
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Chilean Miner
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Chinese Miner
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Yankee Miner
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African-American Miner
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Chinese Miner
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