Movement and Migration: the Gold Nugget that launched the Gold Rush
Activity 1: The Gold Rush Experience: Getting there was more than half the battle!
Watch the introductory movie together as a class [http://www.objectofhistory.org/objects/intro/nugget], then discuss the information presented in the film about the California gold rush.
Visit the Virtual Object section in the Introduction [http://objectofhistory.org/objects/onyourown/nugget]. Ask students to remember the importance of closely examining material culture objects when using them as historical evidence. Provide them with a few minutes to use the Quicktime Virtual Reality version of the gold nugget that started the California gold rush.
Allow students to spend time examining the sources in the Explore section of the gold nugget Object Lesson [http://www.objectofhistory.org/objects/explore/nugget]. Remind students that the Explore section contains primary and secondary sources, organized into three main categories:
The Object category contains sources related to the gold nugget as a piece of material culture.
The Object in History category contains sources related to the place of the gold nugget within the context of the California gold rush of 1848-49.
The Object in the Museum category contains information related to how NMAH acquired and displayed the gold nugget that started the California gold rush.
Remind students that the video clips of the curators discussing the objects constitute the secondary sources on the site. All other materials are primary sources.
Remind students that each primary source is accompanied by supporting information that is essential to critical historical thinking. First, at the top of the source is an annotation that provides contextual information. Second, at the bottom of the source, is information about its author, title, and date. Instruct students to consider all of this information carefully as they work.
Ask students to investigate the objects and documents related to gold nugget and the California gold rush.
Most of the people who came to California seeking their fortunes traveled great distances to get there. Lead a discussion and create a list of the various modes of transportation the would-be gold miners employed to reach California.
Expand the list to include the advantages and/or disadvantages of each method.
Finally instruct students to imagine that they are a would-be miner en route to California and have the write a traveler's journal entry describing their experiences. Remind students to include details relevant to a particular type of transportation.
