Gold Rush Fortune Seekers: Understanding Why People Move
Teacher: Demo Teacher | Grade: 4 | Subject: Social Studies | Duration: 45 minutes
📝 Description: Students analyze primary sources and maps to identify push and pull factors that motivated migration during California's Gold Rush.
Standards
- CA HSS 4.3.3 - Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment
- CA HSS 4.4.2 - Compare how and why people traveled to California and the routes they traveled
- CCSS.ELA-LITERACY.RI.4.7 - Interpret information presented visually, orally, or quantitatively
Learning Objectives
Students will be able to:
- Define push factors and pull factors related to migration during the Gold Rush
- Identify at least three push factors and three pull factors from primary source documents
- Analyze migration routes on a map and explain why people chose different paths to California
- Create a persuasive argument using evidence about why someone would or wouldn't migrate to California in 1849
Materials Needed
- Primary source documents provided by teacher (letters, diary entries, newspaper ads)
- California Gold Rush migration map provided by teacher
- Push/Pull Factor graphic organizer (1 per student)
- Chart paper and markers
- Sticky notes (2 colors - 10 per student)
- Document cameras or projector for sharing
Lesson Structure
Opening (5 minutes)
Display the Gold Rush map and ask: "What would make you leave everything you know and travel thousands of dangerous miles to California in 1849?" Record 3-4 student responses. Introduce vocabulary: push factors (reasons to leave) and pull factors (reasons to come).
Main Activity (35 minutes)
Step-by-step instructions:
- (8 minutes) Distribute primary source documents and graphic organizers. Model reading the first document aloud, thinking aloud to identify one push factor and one pull factor. Have students highlight or underline evidence in their copies.
- (10 minutes) Students work in pairs to read remaining documents, filling in their graphic organizers with push and pull factors they discover. Circulate to support reading comprehension and guide evidence identification.
- (5 minutes) Create class chart with "PUSH" and "PULL" columns. Have pairs share one factor each, writing on sticky notes and placing on chart. Discuss patterns you notice together.
- (8 minutes) Introduce the migration map. Point out different routes (Oregon Trail, Santa Fe Trail, sea routes). Have students work with partners to analyze: Why might someone choose the long sea route vs. overland trails? What challenges do you see?
- (4 minutes) Individual reflection: Students choose one person from the primary sources and write 2-3 sentences explaining whether they think that person made a good decision to come to California, using evidence from documents and map.
Closing (5 minutes)
Have 3-4 students share their reflections. Emphasize that migration decisions involved real families weighing difficult choices, just like people do today when they move.
Quick Check: "Name one push factor from our documents. Name one pull factor. Why were there multiple routes to California?"
Formative Assessment
During the lesson, look for:
- Students correctly categorizing factors as push or pull on their graphic organizers
- Evidence that students can cite specific details from primary sources to support their thinking
- Understanding of map features and route challenges during partner discussions
Differentiation Strategies
Support for Struggling Students:
- Pre-highlight key phrases in primary source documents
- Provide sentence stems: "One reason people left was..." and "California attracted people because..."
- Pair with stronger readers during document analysis
Challenge for Advanced Learners:
- Research additional primary sources about Gold Rush migration during independent work time
- Compare Gold Rush migration to modern-day migration patterns and reasons
- Create a persuasive poster encouraging or discouraging Gold Rush migration
ELL/ELD Support:
- Pre-teach key vocabulary with visual supports: migration, opportunity, hardship, journey
- Provide primary source documents with key terms defined in margins
- Allow students to discuss findings in home language before sharing in English