Gold Rush Comparison: California, Yukon and Idaho
Submitted by: Pam Danielson - Orofino Junior Senior High School (Orofino, ID)
Date: August 1, 2016
Description:
This lesson involves a comparison of three gold rushes: in northern California, in the Yukon Territory of Canada (known
as the Klondike), and in Pierce, Idaho. Students will cite evidence in a graphic organizer from information presented in
class and through their own research that considers the impacts of each event and compares them. A summative
assessment in the form of an essay or poster requires students to explain which gold rush left the biggest impact or
legacy.
Grade Level(s): Grade 11
Subject(s): U.S. History
Duration:
Approximately four 50–minute class periods
Goal: The goal is to have students ‘see’ more than just gold: the story behind the miners, the interaction with the
environment and the legacy of their accomplishments or failures.
Objectives: Students will:
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Use maps, satellite images, photographs, and other representations to explain relationships between the locations of
places and regions and their political, cultural, and economic dynamics.
Analyze relationships and interactions within and between human and physical systems to explain reciprocal
influences that occur among them
Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places
and regions.
Standards: This lesson meets the following standards:
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Common Core State Standards
o CCSS.ELA-Literacy.CCRA.R.2
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
o CCSS.ELA-Literacy.CCRA.R.9
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively,
as well as in words.
o CCSS.ELA-Literacy.CCRA.SL.3
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively,
and orally
o CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights
gained from specific details to an understanding of the text as a whole.
o CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
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NCSS Themes of Social Studies
o #1 Culture
Human beings create, learn, share, and adapt to culture.
o #2 Time, Continuity, and Change
Studying the past makes it possible for us to understand the human story across time.
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Knowledge and understanding of the past enable us to analyze the causes and consequences of events
and developments, and to place these in the context of the institutions, values and beliefs of the periods
in which they took place.
#3 People, Places, and Environment
Human beings create, learn, share, and adapt to culture.
#4 Individual Development and Identity
Personal identity is shaped by an individual’s culture, by groups, by institutional influences, and by lived
experiences shared with people inside and outside the individual’s own culture throughout her or his
development.
#8 Science, Technology, and Society
Science, and its practical application, technology, have had a major influence on social and cultural
change, and on the ways people interact with the world.
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Background Information:
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California Gold Rush Summary (from http://www.history.com/topics/gold-rush-of-1849):
On January 24, 1848, James Wilson Marshall, a carpenter originally from New Jersey, found flakes of gold in the
American River at the base of the Sierra Nevada Mountains near Coloma, California. At the time, Marshall was
working to build a water-powered sawmill owned by John Sutter, a German-born Swiss citizen and founder of a
colony of Nueva Helvetia (New Switzerland). (The colony would later become the city of Sacramento.) As Marshall
later recalled of his historic discovery: “It made my heart thump, for I was certain it was gold.”
Just days after Marshall’s discovery at Sutter’s Mill, the Treaty of Guadalupe Hidalgo was signed, ending the MexicanAmerican War and leaving California in the hands of the United States.
As news spread of the fortunes being made in California, the first migrants to arrive were those from lands accessible
by boat, such as Oregon, the Sandwich Islands (now Hawaii), Mexico, Chile, Peru and even China. Only later would
the news reach the East Coast, where press reports were initially skeptical.
By the end of the year, the non-native population of California was estimated at 100,000, (as compared with 20,000 at
the end of 1848 and around 800 in March 1848). To accommodate the needs of the ’49ers, gold mining towns had
sprung up all over the region, complete with shops, saloons, brothels and other businesses seeking to make their own
Gold Rush fortune. The overcrowded chaos of the mining camps and towns grew ever more lawless, including
rampant banditry, gambling, prostitution and violence. San Francisco, for its part, developed a bustling economy and
became the central metropolis of the new frontier.
The Gold Rush undoubtedly sped up California’s admission to the Union as the 31st state. In late 1849, California
applied to enter the Union with a constitution preventing slavery, provoking a crisis in Congress between proponents
of slavery and abolitionists.
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Yukon (Klondike) Gold Rush Summary (from http://www.historynet.com/klondike-gold-rush):
The Klondike Gold Rush in Canada’s Yukon Territory was an event of migration by an estimated 100,000 people
prospecting between 1896 and 1899. This “stampede” for gold was also called the Yukon Gold Rush, the Last Great
Gold Rush and the Alaska Gold Rush because Alaskan ports served as a gateway to this northwestern region of
Canada.
Gold was discovered in many rich deposits along the Klondike River in 1896, but due to the remoteness of the region
and the harsh winter climate the news of gold couldn’t travel fast enough to reach the outside world before the
following year. Reports of the gold in newspapers created a hysteria that was nation-wide and many people quit their
jobs and then left for the Klondike to become gold-diggers.
Because of the harsh terrain and even harsher weather, it took gold rushers a year to reach the Klondike. The long
climb over mountainous terrain and frozen rivers, coupled with the intense cold and frequent snowstorms, made for a
long and arduous journey. Each of prospector was told they’d need at least enough food for a year by authorities in
Canada so they wouldn’t starve.
In the summer of 1898, gold rushers arrived in the Klondike region by the thousands. Around 30,000 of the 100,000 or
so prospectors that set out for the Klondike actually made it there. Many gave up to due to the difficulties of the
journey and returned home; some were not able to survive the extreme temperatures and died. Those that made it to
the Klondike still had their work cut out for them, as the gold was not easy to find or extract.
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Mining was challenging due to pretty unpredictable distribution of gold and digging was slowed by permafrost.
Because of this, there were minors that decided to buy and sell their claims so they could build an investment on the
backs of others. Along the routes different towns sprung up and where given the name ‘boom towns.’
Of the 30,000 that arrived in the Klondike, only approximately 4,000 actually found gold. Some set up and sold claims
rather than digging for gold themselves. Along the Klondike river, boom towns formed that were supported by the
miners. Those that found gold spent their time and money in saloons, while those that found nothing continued to
labor. In 1899, miners received news that gold had been discovered in Nome and that it was much easier to get,
causing the departure of the majority of the miners and the decline of the boom towns.
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Pierce, Idaho Gold Rush (from http://home.earthlink.net/~sfrevue/id8.html):
The very first gold strike in the state of Idaho was along Orofino Creek near the town of Pierce (named for Captain
E.D. Pierce, leader of the gold prospectors). In Pierce is what remains of Idaho's inaugural government building: the
former Shoshone County Courthouse. By May of 1861, there were 1,000 miners in the newly-founded Pierce City.
From 1865 to 1870, Chinese miners and businessmen made up almost 80% of the population in Pierce but an 1887
Idaho Supreme Court ruling stated that Chinese could not own or lease mining claims. That caused most of the
Chinese to leave Idaho altogether.
Materials:
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Teacher-created handouts:
o Handout 1 (see Page 5 – Classroom Activity - California Gold Rush Routes )
o Handout 2 (see Page 6 – Classroom/Homework Activity - Student Graphic Organizer)
o Handout 3 (see Page 7 – Assignment: Essay/Poster Evaluation Rubric)
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California:
o Introduction Video segment 2:37 http://www.history.com/topics/gold-rush-of-1849
o Handout 1: California Gold Rush Routes
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Yukon/Klondike:
o National Park Service Klondike Gold Rush Seattle https://www.nps.gov/klse/learn/education/classrooms/curriculummaterials.htm
o Charlie Chaplin’s Gold Rush - https://www.youtube.com/watch?v=nt-_DXC-aik
o Johnny Cash – The Cremation of Sam McGee https://www.youtube.com/watch?v=yJNZwuamwj0
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Pierce, Idaho:
o Gold Rush Historic Byway in Idaho video segment 1:16 https://www.youtube.com/watch?v=X_A7yMcHZ94
Procedures:
1. With a partner, begin the lesson by brainstorming what comes to mind with the word “gold”. After a few minutes add
the word “rush”. Brainstorming results as a whole group discussion.
2. Present a background overview of each of the ‘rushes’ as above or focus on one at a time.
3. Distribute Handout #1. It is an overview of California Gold Rush Routes with suggested questions and vocabulary in
red. Students will complete the handout as seatwork. [Note: Students could also be asked to create similar
documents with routes for the Yukon (Klondike) and Idaho Gold Rushes if time permits.]
4. If time is limited, ask students to research information about the Yukon/Klondike and Idaho routes while completng the
Student Graphic Organizer in class the next day or as homework. This document will provide evidence that compares
the routes, hardships, etc., about all three “stampedes”.
Evaluation/Assessment:
Distribute and discuss the evaluation rubric with the students. Have them write an essay or draw a poster that explains
which Gold Rush left the biggest impact or legacy.
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Primary Sources and Other Recommended Resources:
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Mining (William E. Meed, Frank Nowell, Henry M. Sarvant) http://content.lib.washington.edu/heggweb/index.html
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Drill on mining claim above Dexter Creek, Alaska, ca. 1901.
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/85/rec/4
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Five men at mining operation, No. 5 below Bonanza Creek, Yukon Territory
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/26/rec/6
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Four miners engaged in sluicing operation, Yukon Territory, ca. 1898
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/489/rec/8
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Gold Hill mining operations. Yukon Territory, ca. 1898
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/197/rec/11
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Gold mining operation on Bonanza Creek, Yukon Territory, ca., 1899
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/333/rec/12
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Klondikers operating rockers and sluices on a mining claim, Yukon Territory
http://digitalcollections.lib.washington.edu/cdm/singleitem/collection/hegg/id/442/rec/23
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Transportation Methods (Eric A. Hegg, Frank Nowell, Henry M Sarvant)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/dogsled*%20packtrain*%20angora
%20sled*!deep/field/all!all/mode/any!none/conn/and!and/cosuppress
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As Precious as Gold: Getting to the Gold (article) http://postalmuseum.si.edu/gold/gettingtogold.html
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Women of the Klondike (Eric A. Hegg)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/woman%20women%20lind!lapland
er%20eskimo%20rifle/field/all!all/mode/any!none/conn/and!and/cosuppress
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Yukon River (Eric A. Hegg)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/boat%20scow*%20miles%20!nome
%20atlin%20grading%20glacier/field/all!all/mode/any!none/conn/and!and/cosuppress
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Dawson City (Eric A. Hegg, William E. Meed)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/Dawson/field/all/mode/all/conn/and/
cosuppress
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Chilkoot Pass (Eric A. Hegg, William E. Meed)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/chilkoot%20dyea/field/all/mode/any/
conn/and/cosuppress
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White Pass (Eric A. Hegg)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/white!rapids%20grade%20lewis%2
0railroad%20train/field/all!all/mode/any!none/conn/and!and/cosuppress
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Disasters (Eric A. Hegg)
http://digitalcollections.lib.washington.edu/cdm/search/collection/hegg/searchterm/mud*%20storm%20wreck%20avala
nche*%20attempt%20ice!traffic%20bennett/field/all!all/mode/any!none/conn/and!and/cosuppress
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Handout 1: California Gold Rush Routes
Activity Instructions: Title each map according to the route shown and consider the vocabulary and questions in red.
# 1 _______________________________
Distance 15,000 miles
Estimated Travel Time: 4 to 8 months
Those who have traveled this route did not enjoy traveling this way, by
boat, as costs ranged from one hundred to one thousand dollars.
People had small rooms for up to eight months. The dangerous part of
this route was the monstrous waves, frigid temperatures and high
gusts of wind. This was probably the safest trip with thousands of
men arriving safely to California.
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#2 __________________________________
How can this be called “the safest trip”?
Cost?
Distance: 7,000 miles
Estimated Travel Time: 2 to 3 moths
This shortcut made it quicker getting to California by cutting off 8,000
miles and a few months. The trip started off near the Chagres River
off the Caribbean Coastline. Forty-niners set sailed on a bungo, a
Panamanian canoe, and set out on mules or horses through a jungle
once they landed. Many died from diseases like Malaria, yellow fever
and cholera. After going through the jungle reaching Panama City,
though some never did, miners arrived at an outpost to take a boat
ride to California.
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#3 _____________________________________
Define words in red.
Why couldn’t they have gone through the Panama Canal?
Distance: 3,000 miles
Estimated Travel Time: 3 to 7 months
Most of the Forty-niners that were from the Midwest or the
east traveled on this trail. 32,000 gold-seekers traveled through
present day Nebraska, Wyoming, Idaho, and Nevada. Traveling on
ship was costly so many traveled by wagons pulled by oxen or mules,
but very few came by horse.
Countless were afraid of Native Americans attacking them, but it rarely
happened. The most common cause of death was by disease and
sicknesses such as cholera, mountain fever, pneumonia, and
diphtheria.
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Illustrate or define words in red.
*If time permits, create Gold Rush Route documents similar to this one for both the Yukon (Klondike) and Pierce, Idaho Gold
Rushes. If not, as homework, begin a set of notes based on route research for use in an upcoming assignment.
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Handout 2: Student Graphic Organizer - California, Yukon, and Idaho Gold Rushes
California Gold Rush
Yukon (Klondike) Gold Rush
Number of Miles
Duration of Travel
Travel Route(s)
Travel Hardships
Mining Camp Name(s)
Legacy/Impact and
Cities that resulted from
the Gold Rush
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Pierce, Idaho Gold Rush
Handout 3: Essay/Poster Evaluation Rubric
Guiding Question: Which Gold Rush left the biggest impact or legacy?
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Needs Improvement
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3
Adequate
Meets Expectations for a first Draft
The document contains
numerous distractions that
appear in a combination of the
following forms:
The document contains minimal
distractions that appear in a
combination of the following
forms:
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
1. Flow in thought
2. Graphical presentations
3. Grammar/mechanics
Organization of document is
difficult to follow due to a
combination of following:
The document can be easily
followed. A combination of the
following are apparent in the
document:
1. Inadequate transitions
2. Rambling format
3. Insufficient or irrelevant
information
4. Ambiguous graphics
The document can be easily followed. A
combination of the following are apparent in the
document:
1. Effective transitions are used throughout,
2. The graphics are descriptive and clearly
support the document’s purpose.
3. Appropriate grammar is used throughout.
The document is clear and concise.
1. Basic transitions are used,
2. A structured format is used,
3. Some supporting graphics
are provided, but are not
clearly explained.
The document cites little textual
evidence.
The document cites some textual
evidence.
The document cites textual evidence.
The document includes one or
two pieces of evidence
describing which Gold Rush left
the biggest impact or legacy.
The document includes two or
three pieces of evidence
describing which Gold Rush left
the biggest impact or legacy.
The document includes four or more pieces of
evidence describing which Gold Rush left the
biggest impact or legacy.
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