The Gold Rush Week 3Day 8: Immigrants Help California (60 minutes) Objective Students will be able to identify

and describe how immigrant groups affected the population during the Gold Rush in California. Standards CCSS-SL: 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. CSSCS 4.4 : Students explain how CA became an economic and industrial power tracing the transformation of the CA economy as well as the political and social development since the 1850s. 2. Explain how the Gold Rush transformed the economy of CA including the types of products produced and consumed, changes in towns (Sacramento, San Francisco) and economic conflicts between diverse groups of people. ISTE 2: Communication and Collaboration ISTE; NETS S 4: Critical Thinking, Problem Solving and Decision MakingStudents use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Preparation Prior to this lesson, you will need to make sure the websites kidspiration and survey monkey are ready to enter on each class computer and on the teacher computer to demonstrate. http://www.surveymonkey.com/ http://www.inspiration.com/kidspiration Also, have the Gold Rush power point presentation ready on the teacher computer to introduce the lesson Computer schedules and student groupings should also be ready before starting

this lesson. Materials Class set of computers/ Teacher Computer Class set of iPads/ Teacher iPad Teacher computer

Guided Instruction To begin the lesson, review the information with the class in the power point about the Gold Rush. It should already be set on the teacher computer. Then, to continue the lesson, you will need to instruct the class how to use each of these websites. Key information regarding the variety of immigrant groups that came to California for the Gold Rush will need to be presented during this lesson. These are highlighted in the power point. The focus today should be on how each immigrant group contributed to the culture of the mining towns. Independent Activity Students will create a graphic organizer diagram using Kidspiration (Computer or App) to compare and contrast the ways different immigrant groups contributed to the Gold Rush. In a group setting (4-5 children), students will create a survey (surveymonkey.com) and present it to the class. The survey topic should be related to describing the variety of cultures that came to CA during the Gold Rush. The survey should reflect asking questions about where the immigrants came from, possibly what language is spoken or what culture they identify with. Groups should be creative while displaying knowledge of the topic. Homework For homework this evening, students should finish their classwork. They should also complete page 62-63 in the Reflections student workbook.