Content Area/

Standards

Monday

Tuesday

Wednesday

Thursday

Friday

CAHSS.4.3.1 Identify
the locations of
Mexican settlements
in California and
those of other settle
ments, including Fort
Ross and Sutters
Fort.

CCCSS.RI.10 By the
end of year, read and
comprehend
informational texts,
including history/
social studies,
science, and technical
texts, in the grades 4
5 text complexity
band proficiently,
with scaffolding as
needed at the high end
of the range.

CCCSS.RI.1 Refer to
details and examples
in a text when
explaining what the
text says explicitly
and when drawing
inferences from the
text.

CCCSS.RI.1
CCCSS.RI.3
CCCSS.W.2 Write
informative/
explanatory texts to
examine a topic and
convey ideas and
information clearly.

CCCSS.RI.1
CCCSS.RI.3

CCCSS.RI.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.

CCCSS.W.4 Produce
clear and coherent
writing (including
multiple-paragraph
texts) in which the
development and
organization are
appropriate to task,
purpose.

CAHSS.4.3.2
Compare how and
why people traveled
to California and the
routes they traveled
(e.g., James
Beckwourth, John
Bidwell, John C.
Fremont, Pio Pico).

CAHSS.4.3.2

CAHSS.4.3.2

CCCSS.W.9 Draw
evidence from literary
or informational texts
to support analysis,
reflection, and
research, and
audience.
CAHSS.4.3.2

CAHSS.4.3.3
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).

Student Learning
Outcomes

Activity

The Student Will have

an introduction to
California settlements
and a brief
understanding of why
California was settled.

TSW be able to locate TSW know what

California settlements Sutters Fort looks
on a map.
like and the different
parts of it.
TSW increase their
vocabulary.
TSW gain an in-depth
knowledge of
Mexican Settlements,
John Sutter and Ivan
Kurkov.

TSW gain an in-depth

knowledge of
Mexican Settlements,
John Sutter and Ivan
Kurkov.

Watch Scott
Foresman
Settlements
video, students
will take notes
Discuss why
people settled in
California
Add the words
settlement and
immigrant to
CCD chart

Draw Routes to
Draw Sutters Fort Share information
California Map
map with students
from expert
groups
Students will draw Expert groups on
routes on
explorers,
Complete
individual maps
Mexican
cognitive input
Settlements, John
chart.
Add the
construction of
Sutter and Ivan
Students begin
Fort Ross and
Kurkov
writing
Sutters Fort to
Settlements
class timeline
Paper using
cognitive input
Add expand and
migrate to the
chart
CCD chart
Read pages
71-74 in class
workbook

TSW develop they

craft of informational
writing.

TSW be introduced to
the California Gold
Rush.
TSW understand the
different components
that made up the Gold
Rush.

Watch Scott
Foresman The
Gold Rush video,
students will take
notes
Add The Gold
Rush to the class
timeline
Expert groups on
conditions during
the Gold Rush
and Gold Rush
stations

Content Area/
Standards

Monday

Tuesday

Wednesday

Thursday

Friday

CCCSS.RI.1
CCCSS.RI.3
CCCSS.RI.10
CAHSS.4.3.3

CCCSS.4.MD.1
Know relative sizes of
measurement units
within one system of
units including km, m,
cm; kg, g; lb, oz.; l,
ml; hr, min, sec.
Within a single
system of
measurement, express
measurements in a
larger unit in terms of
a smaller unit. Record
measure- ment
equivalents in a twocolumn table.

CAHSS.4.3.4 Study
the lives of women
who helped build
early California (e.g.,
Biddy Mason).

CCCSS.RI.1
CCCSS.RI.3
CAHSS.4.3.4

CAHSS.4.3

TSW have a brief

knowledge of
womens role in the
Gold Rush.

TSW learn about four

important women
during the time of the
Gold Rush.

TSW apply their

gained knowledge to
historical sites.

CAHSS.4.3.3
Student Learning
Outcomes

TSW look deeper into TSW understand what

the Gold Rush and
it was like to live
will expand their
during the Gold Rush.
knowledge of it.
TSW practice
calculating weights
and using gold as
currency.

TSW discover why

each of these women
was important.

Activity

Share out
Play Gold Nugget Watch Scott
information from
Find. Hide gold
Foresman
expert groups and
nuggets around
California Women
complete handout
the classroom and
in History video
allow students to
and take notes
Add
entrepreneur
look for them in
Add slavery,
and boomtown
waves in order to
compromise,
to CCD chart
experience the
fugitive and
Gold Rush first
petition to CCD
Read pages
75-80 in class
hand.
chart
workbook
Have students
calculate the
weight of their
gold in grams and
ounces

Expert groups on Field trip to

Louise Clappe,
Sutters Fort in
Mary Tape, Helen
Sacramento and
Hunt Jackson and
Sutters Mill in
Biddy Mason
Coloma
Students
will
write

their findings on
sticky notes and
post them on the
class poster