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8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 4, Unit 4a, Railroads and Communication After 1850
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Gold Mountain: Real Gold or Fool's Gold

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Description: Travel back in time to San Francisco in the 1840's. You will take part in a meeting of one of the Six Companies that serves the needs of Chinese immigrants to California. In China, California was known as Gold Mountain. Each of you will be given a worker "residence certificate" required by the U S government which you must keep with you at all times. Your current job will be listed on the certificate. You will need to research the nature of your job, and report to the company. New Chinese workers are arriving in San Francisco, and you have some American job experience to share with them. You may also want to explore better job opportunities and make decisions about your future. Other immigrants will listen to your report and make career and living choices based on what you say. Standard 4.3.3, 4.4.1, 4.4.3, and 8.12.7

Author: Kathleen Danzey Cohen, Joaquin Miller Junior High

Lesson ID: 461

And They Came to the Streets That Were Paved With Gold: Chinese Immigration to California, 1850-1882 - A Webquest

Description: Why did Chinese immigrants come to California? What were their experiences once they came? This webquest will introduce you to some of the Chinese immigrants who came to California, the reasons why they came, and the obstacles they faced once they arrived in California. You will be looking at web sites that contain maps, graphs, and excerpts from diaries, letters, and newspaper articles to help you learn about the people in their own words. The team will then work together to create a HyperStudio or PowerPoint presentation (five card minimum) in which they are to imagine that they are Chinese men seeking to go to California. The PowerPoint answers the following questions: Why do you want to go to California? How did you get to California? What is your life like in the gold fields? What is your life like building the Transcontinental Railroad? How does the Chinese Exclusion Act affect you? Standards 4.4.1, 4.4.2, 4.4.3, and 8.12.7

Author: Kristen K. Lee, Office of Technology Projects

Lesson ID: 82

Great Railroad Race - Virtual Museum and Game

Description: Here is your chance to help America become united and economically strong. The Civil War has begun but it still takes months of dangerous travel to get across the U.S. from coast to coast. Business leaders, military planners, and travelers want a much faster and cheaper way to move goods and people. They want ships from Asia to be able to land in California and then send goods to buyers overland, rather than sending the ships all the way around the tip of South America to eastern harbors. In order to be strong, the nation must decide where to build a railroad to unite East and West. In 1862 Abraham Lincoln signs the Pacific Railway Act. Standards 4.4.1, and 8.12.3

Author: Meg Deppe, Mojave Mesa Elementary, Apple Valley

Lesson ID: 474

I Hear the Locomotives: The Impact of the Transcontinental Railroad

Description: The Transcontinental Railroad brought incredible change to America. By 1881, it was routine to travel by train from eastern cities like Boston, New York, Philadelphia, and Baltimore to San Francisco. The round trip that took Lewis and Clark two-and-a-half years in 1803 was now a nine-day journey. The consequences of this new technology were profound. Nothing in the West would ever be the same again. Analyze archival material such as photos, documents, and posters, to truly appreciate the phenomenon of the Transcontinental Railroad. Then answer some important questions: Why was the Transcontinental Railroad built? How did it affect Native Americans? Other minorities? How was the environment affected? What were the advantages of railroad travel? Who used the railroads, and why? Who built the railroad? Standard 4.4.1, 8.12.1 and 8.12.3

Author: Edsitement, National Endowment for the Humanities

Lesson ID: 549

Planning a Railroad: An Online Lesson Using Topographical Maps to Plan a Route Across Donner Summit

Description: Students will use a topographical map to plan a route from Donner Summit to Truckee, then compare it with the route selected by Theodore Judah. Standard 4.4.1

Author: Learn, California State Library

Lesson ID: 826

Pony Express

Description: Plot the route of the Pony Express. As you do this, discover the types of terrain that had to be crossed by the riders and plan the number of stations and change of horses needed to get mail to California. Standard 4.4.1

Author: Houghton Mifflin

Lesson ID: 835

Pony Express: The Fastest Delivery of a Message Across America

Description: A new service called the Pony Express began on April 3, 1860 promising the fastest communication ever from the Missouri River to California. How long did a Pony Express message take to go from its starting point in St. Joseph, Missouri to its final destination in Sacramento, California? How many years was the Pony Express in existence? How many riders were employed? What hardships did the riders experience? Find the answers to these questions and many more as you read about, imagine, and put yourself back into the history of the West. Standard 4.4.1

Author: Libby Gooch, Gilder Lehrman

Lesson ID: 1467

Transcontinental Railroad

Description: Explore the importance of the Transcontinental Railroad on the development of the West and on the Native Americcan ways of life. Standards 4.4.1 and 8.12.3

Author: Heidi Alder, Scott Stucki, and Russell Fullmer, Uyah Education Network

Lesson ID: 1118

8 lessons found; showing 10 per page, sorted by Title...
Showing Grade 4, Unit 4a, Railroads and Communication After 1850
<-- Previous | Next -->

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