Introduction

     This lesson was designed for a 4th grade social studies classroom. It is a Webquest on the Klondike Gold Rush. It can be used as an extension of the westward movement or Oregon trail.  This is also a good lesson to attach to reasoning behind settlement.
     Students should have a knowledge of movements out west and possibly the California gold rush.  Students should also have basic computer and web browsing skills.  This lesson is set up to be done in three-four 45-50 minute sessions depending on student pace.

Curriculum Standards

Social Studies Standards Addressed:

• SS.03.GE.01 View and draw simple maps and pictures to locate, describe, and show movement among places.
  
• SS.03.GE.05 Understand how peoples’ lives are affected by the physical environment.
  
• SS.03.GE.04 Identify physical characteristics of places and compare them.
  
• Analyze the causes of human migration (e.g., density, food and water supply,transportation and communication systems) and it effects (e.g., impact on physical and human systems).
• Understand economic, cultural, and environmental factors that influence changes in population, and evaluate the consequences of the resulting increases or decreases in population.
• SS.03.GE.05 Understand how peoples' lives are affected by the physical environment.
• SS.03.SA.03 Identify and compare different ways of looking at an event, issue, or problem.
• SS.03.SA.04 Identify how people or other living things might be affected by an event, issue, or problem.
• SS.05.GE.04 Identify physical and human characteristics of regions in the United States and the
  processes that have shaped them.
• SS.05.GE.05 Identify patterns of migration and cultural interaction in the United States.
• SS.05.GE.06 Identify and give examples of issues related to population increases and decreases.
• SS.05.GE.08.01 Identify constraints on human activity caused by the physical environment.

This lesson covers multiple Oregon educational standards through their own depictions of traveling the Klondike trails.  Not all groups will cover every benchmark but all benchmarks should be covered by the class as a whole.

Process

     As an introduction to the Klondike WebQuest the teacher should ask their students what they know about the history of the Klondike gold rush.  Talk briefly about students previous knowledge and then go over the expectations with the students.  Expectations as far as what they should be working on and how to use the WebQuest.  This is also a good time to talk about the final assignment so the students have an idea of what to look for that relates to their project.

    Next students will be asked to pair up into groups of two.  The groups can be larger than two and this can depend on the amount of computer that are accessible to the students.  If there are less computers make the groups larger.  The group size is more dependent on time and the comfort level of the teacher.  I would recommend groups of two-four students.  This process can be done by counting off in numbers or student choice.

    The lesson is also set up for a three-four day work session. Students need time to set up their groups, do research and then also present their final project.  I would recommend the following:

Day 1: Describe the lesson, set up groups, allow students to research through the WebQuest.

Day 2: Another work day on research with groups

Day 3: Research and artistic depiction work day.

Day 4: Group presentations of their artwork and also a class discussion and closure of the lesson.  Also student self reflection.

Closure:  Break students back into groups to talk about the lesson and what they have learned.  Leave time for students to write a brief paragraph assessing their personal effort and understanding.

     To pull of this lesson a teacher will need basic knowledge of the Klondike gold rush and also have spent time looking into the websites that are on the student page.  A good understanding of the essential questions that are noted in the beginning of the Student Task section. The teacher also needs to have the understanding that there is not one right answer but multiple answers that need to relate to the web material.

Differentiations & Extensions: 

    Students will have access to print material in the form of books that will be accessible in the classroom.  

    As far as an extension of the lesson if students get done early they are encouraged to write a story to go along with their artistic depictions of their Klondike journey.  Another extension would be to do more research on a "key figure" and ask the student/students to describe the "key figures" involvement in the Klondike gold rush.

Preparation/Resources Needed:

    For this lesson students will need to have access to:

• Computers and Internet access.
• Computer software to access pdf documents
• Computer software and access to view Youtube videos
  
• Multiple books on the Klondike Gold Rush
• Notebooks for writing down research.
• Poster Board and computer paper
• Variety of colored paper
  
• Markers, colored pencils, or crayons
• Pencils & Pens
• Any other arts materials students request
  

Possible Books:

Yukon Gold: The Story of the Klondike Gold Rush by Charlotte Foltz Jones

The Klondike Gold Rush (We the People) by Marc Nobleman

Faith of Fools: A Journal of the Klondike Gold Rush by William Shape

Gold Rush Women by Claire Rudolf Murphy

Klondike Women: True Tales of 1897-1898 Gold Rush by Melanie Mayer

The Klondike Quest by Pierre Berton

Chilkoot Trail - Heritage Route to the Klondike by David Neufeld and Frank Norris

The Skagway Story by Howard Clifford

For the implementation of this lesson only one teacher is necessary unless it is a large group of students that need more teacher attention.

Evaluation

Conclusion

It is important for students to learn about the history of the united states and recent shifts in population and expansion.  Living in Oregon it is important for students to realize the impact that gold has played in western expansion and how the gold rushes have supported the economy of some of the western state cities.

This lesson helps students realize the importance natural resources play in settlement and expansion of territory.  Reliving the Klondike trail helps students to realize the culture of the time period and compare that to present day.  It also helps the students realize the impact it has played on their own environment and culture living on the west coast.

Credits & References