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The Gold Rush

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The contributions of frees blacks and slaves during the Revolutionary War.

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How the geographical barriers may have effected travel to California.

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5th: ELA

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4.1 Physical landscape
4.3 Discovery of gold

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5.6- American Revolution

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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History: (What were/are the historical implications?) Question/ concepts to address:

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How were natives, free blacks, slaves, and women important in the conduct of the war?

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Diary/journal or other primary source, including digital for students to analyze
opposing views-
slaves v. free blacks v. slave owners
Did they feel they feel like they had a choice?
What consequences/rewards were available? What were they promised?
What type of jobs did they perform?
What risk did they take?

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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Math: What were/are the economic implications? Question/concepts to address:

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The slaves and the free blacks had something to gain economically. what was it?

Mapping Data-  # of (slaves/free blacks) North vs. South

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Science: Engineering and design– (K-2 NGSS) Question/concepts to address:

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Observe and describe the facts

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Who do you feel had the most to gain? Which group do you think had the largest impact? Why?

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Visual and performing Arts
Writing piece (narrative)

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scaffolding question
background information
critical conversations

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Flipgrid or discussion on opposing viewpoints

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mend the broken links between people and places, past and present, prosperity and sustainability