Introduction
Hey 49ers!
Welcome to your California Gold Rush Assessment. This week you have learned about The California Gold Rush! Now, you will take an assessment of what you have learned. Make sure to read each question carefully. Do NOT browse the internet while taking this assessment. ONLY click on the links provided.
Earlier this week, we discussed lyrics from the song "Oh California." Refresh your memory by watching the video below:
"I come from Salem city with a washbowl on my knee,
I'm going to California the gold dust for to see."
After you take your quiz, leave the page and return to this WebQuest. Do NOT create a typeform assessment or browse the internet.
Now, click this link to answer the first questions of your assessment: "Oh California" Quiz!
After you take your quiz, go to this page: Task
Task
Samuel Brannan:
James Marshall:
James Marshall and Samuel Brannan played very different roles in The California Gold Rush. One mined for gold while the other started a business. Recall information that we discussed as a class about starting a business during The Gold Rush. Now, recall information about mining for gold in The Gold Rush. There were risks for starting a business AND mining for gold. What were those risks? Don't forget to write your name AND your partner's name. If you were trying to make money during The Gold Rush, would you start a business or mine for gold? Using your student iPad, create a one to two minute advertisement with your partner encouraging others to open a business OR mine for gold.
Your advertisement should include:
-information about the trip to California from other states
-information about Samuel Brannan OR James Marshall
-information about the perks of mining for gold OR starting a business
-information about the risks of mining for gold OR starting a business
-a quick explanation of why you chose to mine for gold OR start a buisness
Use the chart below to find your partner. Find somewhere safe to sit in the room to work with your partner. Remember Ms. Hunt's distance rule (check the board):
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Student 1 Student 2 |
Student 3 Student 4 |
Student 5 Student 6
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Student 7 Student 8 |
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Student 9 Student 10
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Student 11 Student 12
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Student 13 Student 15 |
Student 14 Student 16 |
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Student 20 |
Student 18 Student 19 |
Student 21 Student 22
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Student 30 Student 23
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Student 24 Student 25
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Student 26 Student 27 |
Student 28 Student 29 |
Student 31 Student 32 |
Ms. Hunt will walk around the room to observe you while you create your advertisement. We will share our advertisements tomorow. When you are finished with your advertisement and Ms. Hunt clears you to move on to part 3 of the assessment, go to the Evaluation page.
Process
Evaluation
Analyze the image above! Put yourself in the picture!
Fill out your graphic organizer that looks like the one below. It is titled "PUT YOURSELF IN THE PICTURE PHOTO ANALYSIS":
Name___________________
Date___________________
Imagine yourself in the image provided and list three to five phrases describing what you see, hear, taste, touch and smell.
Sight (What do you see? People? Words? Buildings? Animals? Interesting items? Do these things give you clues about the time and place?)
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Sound (What do you hear? People? Animals? Nature? Sounds from inside or outside of buldings? Sounds can indicate something good, bad, or sad.)
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Taste (What do you taste? Are things edible or is there “something in the air”?
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Smell (What smells are around you? City or rural scents? People? Animals? Businesses? Do they make you think of something good or bad?)
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Touch (How and what do you feel? What is the environment like? Hot? Cold? Wet? Are there “things” that you can touch? What do they feel like?
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When finished, go to the Conclusion page!
Conclusion
Thank you 49ers! You are almost finished with your Westward Expansion Assessment! To finish, you're going to write a story and illustrate it!
Using all of the information that you have learned about The California Gold Rush, write a story that takes place AFTER The California Gold Rush. Create a main character. Are they happy that they found a lot of gold? How did they find the gold? What tools did they use? Did they start a business instead of mining for gold? Are they sad or angry? Maybe they didn't find any gold? What was there trip to California like? Are they staying in California or are they moving home?
When finished, illustrate your story and then turn it into the work turn in station!
Rubric for writing assignment:
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Ideas |
My ideas and details are organized and easy to follow. All of my ideas and details are about my main idea. |
Student Check list before grading (read your story and make sure you have all of the requirements. Do you?):
Yes or No
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Points received (Your teacher will read your paper and assign you points on how well it is written):
0 1 2 3 |
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Organization
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I have at least 2 events in my story. I included details about my character and each event. I used transitional words. My story has a clear beginning, middle, and end.
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Student Check list before grading (read your story and make sure you have all of the requirements. Do you?):
Yes or No |
Points received (Your teacher will read your paper and assign you points on how well it is written):
0 1 2 3 |
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Style |
I use descriptive language to describe people, places, and things in my story. I used verbs to discuss the action in my story.
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Student Check list before grading (read your story and make sure you have all of the requirements. Do you?):
Yes or No
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Points received (Your teacher will read your paper and assign you points on how well it is written):
0 1 2 3 |
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Conventions
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I spelled words correctly. I used complete sentences. I used punctation in my story.
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Student Check list before grading (read your story and make sure you have all of the requirements. Do you?):
Yes or No |
Points received (Your teacher will read your paper and assign you points on how well it is written):
0 1 2 3 |
When you finish every part of this assessment, play the Westward Expansion game here: Westward Expansion Game