Grade 5 SS

The Gold Rush

HERITAGE CHRISTIAN ONLINE SCHOOL

The Gold Rush

Grade 5 Social Studies Kit
Aimee Imbeau B. Ed. 8/15/2008

This kit is a thorough unit on the gold rush. The kit contains a variety of activities, games and projects. 8/1/2013 Revised

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The Gold Rush

Grade 5 Social Studies The Gold Rush

In this kit: 1. Parent guide 2. Gold Rush Fever 3. Cariboo Runaway Materials required: Internet access Paper, pens, pencils, pencil crayons, etc.

Construction paper

Some of the Books available in HCOS Library: The bite of the gold bug : a story of the Alaskan gold rush The streets were paved with gold : a pictorial history of the Klondike gold rush, 1896-1899

Series A trail of broken dreams : the Gold Rush diary of Harriet Palmer Dear Canada

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The Gold Rush

Dear parents, This kit focuses on the gold rush. There are several activities listed under each topic and it is impossible to do each activity. I have given an estimate on how much time may be spent on each idea; however, feel free to adjust the ideas to suit your family and schedule. Read through the guide and roughly plan your schedule with the activities you would like to do. Each topic has a set of opening ideas. These ideas should be used to begin the lessons. Choose one idea to begin each lesson from the activity list. The beginning idea should take only 5-10 minutes unless otherwise noted. Most lesson activities take 45 minutes or longer if they are meant to cover more than one day. Feel free to divide the time up as it ts your family and schedule. With this arrangement, you will be able to make this curriculum work for you and your schedule instead of you working for the curriculum or arranging your schedule around the curriculum. The ideas are in sequential order and a suggested time schedule is offered for each activity. The main lesson for each theme will be reading from the books provided and using the activity ideas to reinforce what has been read. The novel Cariboo Runaway has been included and follows the adventures of two children searching for their father. It also contains historical notes on the Gold Rush in the Cariboo. Most activities can be placed into a lapbook or some sort of unit display.

If you have any questions, please email me aimbeau@onlineschool.ca

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Aimee Imbeau, B. Ed. HCOS teacher

Here are some options to use to record your childs learning and to submit for portfolios. There are many websites and yahoo groups which have a lot of information as well as free resourcesjust do a search! Big Book of Books and Activities: an illustrated guide for teachers, parents, and anyone who works with kids! by Dinah Zike is available from the HCOS library http://www.dinah.com/ About Lapbooks and Lapbooking Lapbooking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11 inch long side being held in a vertical position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lapbook is dedicated to one topic of study. The child then makes miniature books and little folded flaps about content of that subject area. Those little books are glued to the inside of this lapbook. Extensions can be made, with card stock paper or tag board paper, to make the lapbook have more surfaces in which to place books. The cover can be decorated. About Notebooks and Notebooking The big difference between notebooks and lapbooks is that in lapbooking the information is made into tiny books which are glued inside of a file folder. With notebooking a child may make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. With notebooking, regular pages can be added as well as pressed leaves or other objects. In other words the notebook pages might just be flat and not have "mini books" in them. Also some people use notebooks like scrapbooks and can add in things like pressed flowers, real dried leaves, photographs your family took, et cetera. Notebooking can cover a whole subject such as Ancient History and may hold an inch thick stack of papers, while lapbooking is smaller/thinner and holds less information. Subjects for lapbooking may cover smaller topics such as Ancient Egypt or Pyramids. Sites for lapbooks & notebooking: Homeschool share has many free resources! http://www.homeschoolshare.com/lapbooking_resources.php
www.knowledgeboxcentral.com Lapbooking 101

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The Gold Rush

http://lapbooking.wordpress.com/ Lapbook lessons http://www.lapbooklessons.com/

Flapbooks http://www.unitstudies.com/books/index.aspx

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The Gold Rush

The Gold Rush (1897 Opening Activities (about 10 minutes each): Discuss the value of gold. Briey research where gold is found, why it is a precious metal, what things can be done with it, etc. Look at pictures of golden nuggets. If you Google gold nugget, you will nd a few pictures, especially if you choose images from the top left corner. Do not Google golden nugget you get the casino by that name in Las Vegas.

Lesson activities:

Begin reading Cariboo Runaway. If your read three chapters a week you will be done in 6 weeks. 1. After reading up to page 21 in Gold Rush Fever, make a newspaper headline about the gold rush. Remember to make it exciting and convincing. (60 minutes) 2. Page 26 gives instructions on pretending to climb the Chilkoot Pass. Try it! (15 minutes) 3. The stampeders (those who took the journey to nd gold), had a lot of work ahead of themmaybe much more than they bargained for. As you read the story, keep a running list of all the things they had to do. For example, sail to Alaska, pack their belongings, climb the golden Stairs, set up camp (you may be more
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specic here), cut down trees for re and for making a boat, make a boat, cook, clean up, etc. Include small and big jobs every bit counts. When you have nished the book, go through your list and consider how life must been. Was it worth the search for gold? Especially when nding enough gold to justify the journey wasnt guaranteed. (5 minutes at the end of each lesson) 4. Page 55 introduces Samuel Steele. Research his life thoroughly by borrowing more books from the library or online research. This may also be a good time to discuss the role of the RCMP today. (60 minutes) 5. Pages 60 & 61 give a recipe for sourdough biscuits. Try the recipe and make some biscuits for your evening meal. *Youll have to make the starter a few days ahead. Make sure you copy the recipe to use after youve returned the kit to the school. (30-45 minutes including baking time) 6. Follow the trail from Dyea to Dawson on a map of the Yukon. Highlight the trail or use yarn. (10-15 minutes) 7. Pages 86 & 87 give instructions for tying a diamond hitch knot. You will need some wood or particle board. Try this activity at the end of your lesson. 8. If you have a creek or river nearby, try panning some gold. Just use an old frying pan, foil baking pan or a real gold pan if you have one. Put some of the dirt from the creek in the pan and dip your pan into the
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water. Carefully swish the water around in a circle, allowing the water to spill over. Pick out any larger rocks. Panning required patience, so it will take some time. Gold is heavy and will sink to the bottom of your pan as you swish around. An afternoon for this activity would be nice. Maybe bring some sourdough biscuits! 9. Play a game of Klondike solitaire as described on page 130. The end of one lesson should be enough time. 10.Choose an aspect of the Klondike gold rush to research. Ideas for topics include, but are not limited to:1 Pre-gold rush history First Nations and the gold rush Discovery of gold Chilkoot Pass White Pass North-West Mounted Police Women in the gold rush Children in the gold rush Sternwheelers Gold mining techniques Life on the creeks Life in Dawson City Animals in the gold rush

Keep a separate sheet for information from each source they use. After researching, organize information into an outline with ve or more main ideas and at least three supporting facts for each. List research sources at the end

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of the outline. Have at least three sources. Spend 2-3 hours for research and 2-3 hours writing a presentation. 11.Consider researching specic gold rush characters instead of general topics. Martha Black Emilie Tremblay Sam Steele Clarence & Ethel Berry "Klondike Kate" Rockwell

Keep a separate sheet for information from each source they use. After researching, organize information into an outline with ve or more main ideas and at least three supporting facts for each. List research sources at the end of the outline. Have at least three sources. 2-3 hours for research and 2-3 writing a presentation. For either research idea listed above: Use the outline to write out presentation. Information can be presented in a variety of creative ways; for example, take on a character from the time period and present information in the rst person, pretend to be a time travelling reporter, etc. Brainstorm some creative presentation ideas. Encourage use of creative words, phrases, and writing techniques to add interest. Presentations should be between two and ve minutes. This may also be done as a written project, producing a magazine or newspaper on the Klondike Gold Rush. Plan to spend about 3-4 lessons on this project.

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12.Do a little research on the caribou gold rush and compare with the Klondike rush. This may take up to an hour or 2. http://www.cariboogoldrush.com/contents.htm http://cariboogoldrush.csp.net/site/en/
THE CARIBOO GOLDRUSH ADVENTURE GAME An Adventure Game exploring the 1860's Goldrush in British Columbia In the decade of the 1860's, the Colony of British Columbia came to the attention of the world. GOLD had been discovered on Fraser's River and in Cariboo - land occupied by Salish and Chilcotin Indians, as well as by fur trappers and traders. The search for gold was a major force in opening British Columbia for settlement and in shaping our landscape, our government and laws. The story of the Cariboo Goldrush is an exciting chapter in the history of Canada. In THE CARIBOO GOLDRUSH ADVENTURE GAME, join goldseekers along the Cariboo Trail and learn how the goldrush shaped British Columbia. The Cariboo Trail begins in Fort Victoria and heads north 500 miles to the goldrush town of Barkerville. TEACHERS In THE CARIBOO GOLDRUSH ADVENTURE GAME Web site students use reading-comprehension and problem-solving skills to relive the Cariboo Goldrush of the 1860's - a significant event in the settlement of the Canadian West. Teacher's Corner provides information and lesson plans to help you use THE CARIBOO GOLDRUSH ADVENTURE GAME in the Classroom. 13. Learn about the Yale Goldrush at: http://bcheritage.ca/yale/kids/teachpg.htm

Closing activities: 1. Do a book report on the Cariboo Runaway 2. Discuss how the Gold Rush was evidence that money and material wealth drives many people. People sold all that they owned and risked their lives with the idea that they MAY become rich. What do you think? What would a gold rush look like today? Would it actually be gold? Spend about 30-45 minutes on this. 3. Research the value of gold today. Spend 30 -45 minutes on this. How can you present your information? Presenting the information may take a little longer.
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4. Complete the Gold Fever acrostic poem in the student packet. Brainstorm words that are associated with the Gold Rush. Write a rough copy and after editing, write a good copy on the sheet provided. Consider using gold glitter to decorate your page. Spend a half hour to 45 minutes on this project.

****For a closing activity on any unit above, try radio drama. The kids have so much fun with this and love searching for items to use as the sounds in their drama. Radio drama uses the voice, music and sound effects to help the listener imagine the story being told. It would be wonderful for students to hide behind something like a sheet, so the listener does not see them. Or students may wish to record their drama on a podcast. Spend several hours discussing people on the radio and how they use their voice to convey a message, script reading for dramas, how different items around the house may be used for sound effects (allow students to come up with their own items and what sound effect it could be used for), coming up with a story or use on from a unit/book, practicing the drama and recording it. This project may involve the whole family!

http://knowbc.com/knowbc/What-is-Far-West this website has a lot of useful information in regards to the units above.

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Portfolio Submissions In each portfolio, provide a minimum of 3 samples including at least two samples from group A. At least one sample of map work should be included at some point during the year and at least one sample per portfolio should be written. Please include the students outline if the student created an outline when writing. If an oral report is completed please submit a recording of the report. A

A written or oral report that shows the student can identify and clarify a problem, issue or inquiry in their community, province, or within Canada. (eg. A local stream may have an issue with erosion or pollution, a local park may have an issue with graffiti or littering, etc.) A written or oral report that shows the student is able to defend a position on a regional issue in light of alternative arguments. A written or oral report that develops alternative interpretations from various sources. A project where the student designs, implements, and assesses strategies to address community problems or projects. A written sample that shows the students understanding of one or more of the above topics researched from a variety of primary and secondary sources. Answers to comprehension questions (comprehension questions can be from curriculum, made up by the parent, or taken from our list of questions) A list of books, audio-visual materials, or multi-media that the student has learned from. A eld trip log. Map work

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8/1/2013 Revised