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presents
GOLD RUSH!
INTRODUCTION
Study Guide
Over one-hundred and fifty years ago, on January 24, 1848, one of the most important eras in American history began. On that day,
James Marshall discovered gold at the American River near Coloma, California, while building a sawmill for landowner, General John
Sutter. Although it took a while for the news to travel, Americans, as well as people from abroad, were inspired to strike out for
California by the promises of riches and adventure. Some who were skeptical were assured by President Polk’s December 1848
address to Congress, in which he declared, “The accounts of the abundance of gold in that territory are of such extraordinary character
as would scarcely command belief were they not corroborated by authentic reports of officers in the public service.” Polk was eager to
prove that the Mexican War, resulting in newly acquired territory including California, had been worth the expense, and he even had
gold samples prominently displayed in the War Department. The frenzy to go west, also known as “gold fever,” was further fueled by
the advertisements by shipping companies of quick, easy transport to California. The Gold Rush was on!
In reality, getting there was not as easy as advertised. Some prospectors traveled by sea either by the Cape Horn route (circling around
the southernmost tip of South America), or by the quickest route, sailing to Panama and crossing the thin strip of land, or isthmus (the
only way across in those pre-canal days), and taking another ship on the Pacific side the rest of the way to California. Many more
made the trip via the “Overland Trail,” wagon train after wagon train traversing through prairies, mountains, and desert. Because of
the unreliability of the travel arrangements (e.g., the large number of travelers caused crowded conditions and delays of weeks and
months until space on a ship became available) and the travelers’ lack of experience in preparing for such a trip (such as the many
traveling over land who were forced to abandon their belongings because they had overpacked), most of those traveling west had to
endure a much longer trip than they expected. Many did not even make it to California; some simply turned back when they ran out of
supplies, or worse, others were stricken with cholera or yellow fever and died en route.
Those who did make it to their destination soon found that it would not be quick or easy to make their fortunes. In 1848, when it was
first reported that gold was everywhere, there were accounts of picking it out of the ground with as little as a pocket knife. By the time
most of the “forty-niners” arrived after their arduous journeys, the gold was much less plentiful – and many more people were looking
for it. Some people did become rich, though, as they learned more sophisticated mining techniques and, of course, if they happened
upon a lucky “claim.” Many more became wealthy by taking advantage of the miners’ needs – fortunes could be made by selling food
and supplies, especially at prices inflated by the great demand of the prospectors far from home.
The majority of people who had taken the risky trip to “Gold Country” did not make the fortunes that they had dreamt of. A great
number of them returned to their homes with less than they had started with. When the gold pickings became slim, some followed
reports to new mining prospects, looking for gold in the Klondike, or silver in Nevada. Many others found that, even though they had
not struck it rich, they liked the life in California, and stayed on in other pursuits. But most of the forty-niners agreed that, whether or
not they had found gold, they had enjoyed the most exciting adventure of their lives.
THE PLAY
The playwright, David Armstrong, chose to focus on the experiences unique to American prospectors; he also created the main
characters as young people so that young audience members could better identify with them. We follow Jenny, a girl of fourteen, and
her father Ezekiel as they travel via the Panama route from their native New England; Southerners Col. Breckinridge, his fifteen-year
old son Henry, and their slave of the same age, Daniel (who is also Henry’s best friend) traverse the route over land. Although they
are fictional characters, every event that they experience is based on historical accounts of the Gold Rush era B from their decisions to
make the journey to their struggles to make a go of it in California. The character of Jenny was based on rare female forty-niners such
as Jennie Megquire (who is believed to have been the first woman to cross the isthmus of Panama) and Luzena Stanley Wilson (who
sold her first pan of biscuits to hungry miners for $10 and discovered free enterprise). Daniel’s story mirrors that of Alvin Coffee, a
former slave who worked to save enough money to buy his freedom but, like Daniel, was betrayed by his master. Through this
exciting musical drama, the spirit of the forty-niners, as well as the roots of American entrepreneur-ism, are vividly brought to life.
BEFORE SEEING THE PERFORMANCE
1.
What do students think life in the U.S.A. was like back in 1848-1850? How did people dress? How did they accomplish
everyday tasks? What things do they think people traveling in search of gold had to give up when they were “on the road”?
(Example: they often had to travel in dirty clothing for a long period of time.) Older students can discuss the social
differences between then and now – slavery, the role of women, etc. Ask students to keep this in mind when they see the
play.
2.
How did people travel great distances before airplane travel? Ask students to come up with as many different types of
transportation as they can – over land (prairie, deserts, mountains) and water (rivers, oceans). Remember to include animals
as a form of transportation. Ask students to pay close attention to the different types of transportation illustrated in the play.
3.
Look up the following places in an encyclopedia, atlas, or in a book about the Gold Rush (see REFERENCES):
American River; Death Valley; Independence, Missouri; Kansas River; Mississippi River; Overland Trail; Panama; Rocky
Mountains. Listen for these places in the play and their significance (for example, the American River was the site of Sutter’s
Mill, where the first discovery of gold was made in 1848).
GOLD RUSH! Study Guide, Page 2
4.
Review the VOCABULARY/CONCEPTS FOR UNDERSTANDING section below (before or after seeing the play, as time
permits).
Gold Rush! Vocabulary List / Concepts for Understanding
britches – another word for trousers, or pants
California – After Mexico was defeated in the Mexican War in
1848, this area was ceded to the U.S.; the discovery of gold the
same year brought new settlers; this rapid growth (and the debate
over slave states and “free states”,
see below) led to California’s
admission to the U.S. as the 31st state just two years later, on
September 9, 1850.
forty-niner – the nickname for a person who went to California
to seek gold in 1849
free state – a state in which slavery is against the law
General John Sutter – a German-born settler who claimed land
in the west (formerly the home of the Nisenan Indians) on which
he hoped to build an empire; during the construction of his
sawmill (by James Marshall, see below), gold was discovered;
ironically, while others made a fortune, the discovery of gold on
Sutter’s land led to his financial ruin
ghost town – a town that has been deserted; many towns that
were quickly built up during the gold rush were deserted after the
gold ran out, with only empty buildings left after the miners
moved on
gold fever – when someone heard about the gold discovery in
California and wanted to “rush” west to get rich, they were said
to have “gold fever”
James Marshall – the foreman at the construction site of Sutter’s
Mill (see Gen. Sutter, above) who claimed to be the first
discoverer of gold on January 24, 1848 (although several others
claimed that they were the true discoverers). Like General
Sutter, Marshall did not have much luck at mining himself; in
fact, he was besieged by other prospectors who followed him to
learn his “secret” of finding gold.
miner – a person who takes mineral deposits (such as gold) from
the earth
mule – a hybrid breed of animal created by crossing a female
horse with a male donkey
“panning” for gold – a simple way of separating gold dust or
nuggets from other earth using a shallow pan; by swirling water
over the soil and pouring off the lighter particles, the heavier gold
(or “pay dirt”) was left at the bottom of the pan
port – the town or harbor where ships anchor
prairie – a broad expanse of level (or rolling) land, usually
covered with a coarse grass but with few trees
President James K. Polk – 11th president of the U.S. (1845-49)
who favored westward expansion; when gold was discovered, he
legitimized the reports by addressing congress with the news in
December of 1848, encouraging many to make the trip in 1849
prospector – an explorer, especially someone looking for
mineral deposits (like gold)
rattlesnake – a poisonous snake with a “rattle” at the end
of its tail
rocker – a wooden device that was rocked back and forth to
Awash” dirt at a faster pace than panning (see above); also
known as a cradle
side-saddle – the position on a horse or mule (with a special
saddle, or seat) in which both legs are on one side of the animal;
this position was usually favored by women in skirts
slavery – the practice of holding another person as property so
that he/she could serve the owner
staking a claim – during the gold rush, this meant declaring a
portion of land as your territory to mine; often accomplished by
driving a stake into each corner of your claim
wagon train – a group of wagons (four-wheeled vehicles drawn
by horses, mules, or oxen, a type of cattle) traveling together over
land
AFTER SEEING THE PERFORMANCE
1.
Discuss the journeys made by Jenny/Ezekiel and Daniel/Henry/Colonel Breckinridge. What factors influenced their decisions
to go west? Did their trips go exactly as planned? How did they deal with the obstacles that got in their way? How many of
their successes and/or failures were due to luck? Was it worth the great risks that the characters made? Why or why not -what did they lose and what did they gain by making the journey? If you were in their shoes, what decision would you have
made – would you have gone west in search of gold?
2.
When gold was discovered at Sutter’s Mill, how long did it take for the news to travel to other parts of the U.S. and around
the world? How accurate were the reports? If a great gold discovery were to happen today, how long do you think it would
take for the news to travel? Do you think that people today would be as willing to leave everything to search for gold?
3.
When Jenny heard about the discovery of gold in California, she was eager to make the journey. How is she different from
her Aunt Lavinia, who tells her not to go? What opportunities did life in the “California wilderness” offer to women that
were not available to them back East?
4.
How did the gold rush affect the political struggle over slavery in the U.S.? What did it mean when California was admitted
to the U.S. as a “free state” in 1850? What opportunities did traveling to California open up for slaves like Daniel?
5.
When Colonel Breckinridge chastised his son, Henry, for his friendship with Daniel, how did Henry respond? What choice
was Henry forced to make when his father and Daniel disputed their agreement over Daniel’s freedom? Why was it so
difficult for Henry to decide what to do?
6.
Discuss the concept of “supply and demand.” How did Jenny find her fortune even though she was unsuccessful at mining
gold? How did others utilize (or take advantage) of the needs of the miners? Find out more information on real-life
companies that got their start during the Gold Rush, such as Levi Strauss, Philip Armour, and Wells Fargo.
GOLD RUSH! Study Guide, Page 3
SUGGESTED ACTIVITIES
QUEST FOR GOLD – Create a board game called “Quest for Gold” (or your own title), devising a method (dice, a
series of cards) for your “prospector” to move from the starting point (Independence, Missouri?) to the goal (the American
River?) with other real landmarks in between (Independence Rock? The Forty Mile Desert?). Include obstacles (“you run
out of water in the desert, go back 2 spaces”) and good luck (“you find a gold nugget, go ahead four spaces”). Try to
include as many historical references as you can (either those you remember from the play, or look them up in one of the
books suggested in “References”).
DIARY OF A FORTY-NINER – Much of the history of the gold rush has survived through the diaries of the
prospectors who were there. Imagine that you were a miner during the gold rush and write a diary about your journey to
California in 1849. What are you hoping to find? Whom do you miss back home? What route are you going to take to
California? Did you find gold?
HOW MANY STEPS? – How many steps did it take for a 49er to walk to California? First, measure one of your normal
steps (measure from the heel of your front foot to the heel of your back foot). How many inches is it? Next, divide
63,360 (the number of inches in a mile) by that number; the answer will be the number of steps you would need to take to
walk a mile. Now, multiply the number of steps by 2,000 miles B the answer is the number of steps it would take for you
to walk from Missouri to California. (This activity courtesy of Michael Trinklein, from Teacher’s Guide to his PBS
Documentary on the Gold Rush, which can be found at the website www.pbs.org/goldrush/ Used by permission.)
ON THE NEWS – During the gold rush, news traveled slowly, by word of mouth, mail (which was really snail mail in
those days), and newspaper reports. How do you think the gold rush would be reported today? Pretend to be a modern
reporter who writes for a newspaper or appears on the television news. If you were able to go back in time to 1848, whom
would you interview about the discovery of gold in California (John Marshall? General Sutter? People migrating west?
Successful prospectors? Levi Strauss?) ? Newspaper reporters can quote the interviews in their articles; television
reporters can do an interview "on camera" with one of their classmates acting as the "interviewee."
RESEARCH TOPICS FOR OLDER GRADES
Before and After Gold. What was going on in the area that became the state of California before the 1848 discovery of
gold? How many people lived there, and who were they? (Native Americans? Mexicans?) How were they affected by
the gold discovery? What other groups of people were instrumental during the Gold Rush (such as Chinese immigrants
and Mormon clergymen)? What effect did gold mining have on the environment of California? How did the Gold Rush
influence the development of California, and the rest of the U.S.A.?
Gold Rushes Around the World. What happened when gold was discovered in other parts of the world? (For example,
Australia-1851; South Africa-1884; the Klondike-1897). Compare the effects of gold mining on the population, economy,
etc., in these areas to those of the California Gold Rush.
Migrations in History. What other times in history have people left their homes to try to build a better life? What were
their motivations? (Political? Economic?) Examples: European refugees relocating to the U.S. after World War II; the
Dust Bowl; former slaves traveling from southern to northern U.S. after the Civil War.
Golden Women. Although there were few women that went West to search for gold, many found that they had more
freedom in California than in their homes back East. Research the real-life women who were successful during the gold
rush. What other times in history have women been able to break out of traditional roles? (Example: World War II, when
many women worked in factories while their husbands went to war.)
Prelude to Civil War. How did the rush to California affect the country’s views on slavery? How were some African
Americans able to gain their freedom during the gold rush? How did California’s admission to the union as a “free state”
come about? How did this contribute to the political climate leading up to the Civil War in America?
Your City’s Gold Rush History. If you live in the West, is your community near “Gold Country”? If you live in another
part of the country, is your city or town along the Overland Trail? Did anyone in your community travel to California to
find gold and then return with (or without) a fortune? Research at your local historical society, or visit your local
historical site (if applicable).
GOLD RUSH! Study Guide, Page 4
REFERENCES
FOR YOUNGER READERS
Gintzler, A.S. Rough and Ready Prospectors. Sante Fe: John Muir Publications, 1994. (Format for younger readers includes illustrations
and photographs, plus interesting anecdotes and songs about the prospectors.)
Ketchum, Liza. The Gold Rush. New York: Little Brown & Co., 1996. (Recommended for ages 9-12, published as a companion to the
PBS documentary series, The West. Comprehensive and illustrated with historical photographs.)
Klein, James. Michael Rohani, illus. Gold Rush!: The Young Prospector’s Guide to Striking It Rich. Berkeley, CA: Tricycle Press,
1998. (Recommended for ages 8-12; includes historical overview of the Gold Rush plus detailed instructions on panning for
gold, including how to practice in your bathtub!)
Krensky, Stephen. Anna Divito, illus. Striking It Rich: The Story of the California Gold Rush. New York: Simon & Schuster (Aladdin
Paperbacks Ready-to-Read series), 1996. (Designed for younger readers, grades 2 and up, includes history of the Gold Rush in a
simple format, with illustrations and maps.)
Schanzer, Rosalyn, ed. and illus. Gold Fever! Tales from the California Gold Rush. Washington, D.C.: National Geographic Society,
1999. (Recommended for ages 6 and up, this book is beautifully illustrated with original paintings by the author, and is made up
of direct quotes from the people who lived through the Gold Rush.)
FOR OLDER STUDENTS AND TEACHERS
Blumberg, Rhoda. The Great American Gold Rush. New York: Bradbury Press, 1989. (Out of print, but available in libraries.)
Holliday, J.S. The World Rushed In: The California Gold Rush Experience. New York: Simon & Schuster, 1983. (Focuses on the story
of William Swain, an average man who risked everything, leaving his family in the hopes of striking it rich.)
Levy, JoAnn. They Saw the Elephant: Women in the California Gold Rush. Norman, Oklahoma: University of Oklahoma Press, 1992.
(Includes biographies of seventeen women who participated in the Gold Rush, plus excerpts from diaries and journals.)
Marks, Paula Mitchell. Precious Dust: The American Gold Rush Era 1848-1900. New York: William Morrow and Company, Inc., 1994.
VIDEO
The Gold Rush - 1997 documentary seen on PBS television, produced by Boettcher/Trinklein Television, Inc.
The West B 1996 PBS documentary series by Ken Burns, Stephen Ives, and Geoffrey C. Ward. (Both available at: www.pbs.org - see below)
INTERNET SITES
If you have access to the Internet, check out these sites for more information on the history of the California Gold Rush.
The California Division of Tourism invites you (virtually or literally) to “follow the Gold Rush trail.” Also included is a calendar of
special events surrounding the three California Sesquicentennial celebrations, for gold discovery (1998), the California Gold Rush (1999),
and California Statehood (2000). gocalif.ca.gov/goldrush/
Gold Panning in California Gold Country B in addition to Gold Rush history, includes fun facts on gold, gold panning, and tourist
information if you plan on visiting Gold Country and trying your hand at prospecting. www.2getgold.com
The Gold Rush B more information (including a study guide) on Boettcher/Trinklein Television, Inc.,’s 1997 documentary, as seen on
PBS. www.pbs.org/goldrush/
The Oakland Museum of California B includes a virtual tour of their exhibition, Gold Fever! www.museumca.org/goldrush/
The Sacramento Bee Gold Rush Series B a comprehensive collection of articles from the Sacramento Bee newspaper’s Sesquicentennial
series. www.calgoldrush.com
We’d love to hear from you! Please let us know what you thought of GOLD RUSH! How did the performance fit into your curriculum?
Did your class do any of the suggested activities? Send your comments and suggestions to:
Educational Services Coordinator, Theatreworks/USA, 151 West 26th St., NY NY 10001
e-mail: [email protected]