Phoenix, Arizona
Wells Fargo History Museum
curriculum packet
Lessons
© 2011 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG 532701
Activities
Wells Fargo History Museum, Phoenix
Curriculum packet
Lessons and activities for students
© 2011 Wells Fargo Bank, N.A. All rights reserved. Member FDIC. ECG 532701
Dear Educator,
Thank you for choosing the Wells Fargo History Museum for your class field trip.
We hope your students are excited about their upcoming journey into the Wild West,
where they will be able to ride a stagecoach, handle real gold and talk on an antique
telephone.
This ready-to-go lesson and activity packet contains information about the history of
a fun activity designed to help reinforce what your students have learned about life in
the old West. The activities can be completed before or during the tour. Toward the end
of the packet, you’ll find additional activities, including two group projects and a reading
list. These activities are to be completed after the tour.
You’ll also find a map to our location. If you’d like, we can arrange for meters to be reserved
for your buses. But please let us know in advance.
We do recommend bringing one adult to every five students, including teachers, in order
to help us provide a more enjoyable experience. We have found that assigning students
to each adult has helped a great deal during the active hands-on segment of our tour.
For additional information you can email us at [email protected]
or call us at 602 378-1852.
Thank you again for choosing
. our museum.
Sincerely,
Connie Whalen
Amanda Walters
Museum Manager, AVP
Wells Fargo History Museum
Curator
Mailing address:
Table of contents
Lesson 1 — Our history
A brief History of Wells Fargo & Co
1
What’s in a name
2
Activity sheet
3
Lesson 2 — Vocabulary
Vocabulary list
4
Vocabulary activity sheet
5
Lesson 3 — The stagecoach
Hints for stagecoach travelers
6
My diary of a stagecoach trip
7
Stagecoach illustration
8
Lesson 4 — Primary/secondary sources
What are primary/secondary sources?
9
Reading historical documents
10-14
Lesson 5 — Morse code
Morse code
15
Group activity 1
Building a telegraph
16-19
Group activity 2
Micro-hydraulic mining activity
20-21
Additional classroom activities
22
Student Reading List23
Lesson 1 — Our history
A brief history of
Wells Fargo & Company
The name Wells Fargo has gripped the human imagination
for generations. Beginning in the California Gold Rush,
the company forged new standards of service, honesty,
and reliability to become the Oldest Bank in the West.TM
The story begins in the 1840s when Henry Wells and William
G. Fargo were pushing their express business westward to St.
Louis. The partners founded the American Express Company
in 1850. Recognizing the new and unlimited potential of the
distant Pacific Coast, and spurred by the discovery
of gold, they formed Wells, Fargo & Co. on March 18, 1852.
On July 13, 1852, the company opened its first office in San Francisco, California, providing
banking, express, and mail delivery services to merchants and miners. The California operation was
immediately successful. In 1860 Wells Fargo came to Arizona on the Butterfield Overland Stage Line,
and the first offices opened in both Tucson and Yuma. They were served by agent William Saunders Oury,
who worked for both companies. By 1877 there were offices in Phoenix, Prescott, Florence, and
other Arizona towns to serve the many gold and silver miners in the state. By doing business with
Wells Fargo, the miners could be confident that they would never be taken by the sharp deals so common
in the hustle and bustle of Gold Rush California and the Wild West of Arizona. “Pay no more for gold
dust than it is worth,” wrote a Wells Fargo superintendent to one of the company’s Gold County
agents, “nor pay any less. This is the only true motto to do any kind of business on.”
As miners moved north and east from California, Wells Fargo’s banking, express,
and mail service went with them. As one impressed Easterner put it, the company was the “ready
companion of civilization.” The company was renowned for going to any length to serve people
even in the most remote locations. Opening for business in places where even the U.S. Postal Service
didn’t go, Wells Fargo agencies doubled as a private mail service. Customers not only entrusted
their gold, letters, parcels, and freight to Wells Fargo, some even used the general express company
to transport their wives and children.
In the late 1860’s, Wells Fargo connected its far-flung agencies with a great overland stagecoach
network extending over 3,000 miles of rutted western road from California into Nebraska, and north
from Utah into Montana, Idaho, and Oregon.
When Arizonans later turned to agriculture and manufacturing, Wells Fargo Bank offered services to
encourage this economic diversity. The firm’s express offices blanketed the state, then the West, and in
1888 went “ocean to ocean” to New York. Agents, through a multitude of Wells Fargo products and
services, were able to link their communities with the rest of the nation.
As banking changed in the twentieth century, so did Wells Fargo. Many mergers with companies
such as First National Bank of Arizona, First Interstate, and the Norwest Company gave Wells Fargo
a network of branches across the U.S. Today they have 104,000 employees, operate more than
5,000 stores in 23 states, and manage nearly $250 billion in assets. After more than 150 years,
the name Wells Fargo still stirs the human imagination and stands as a symbol of integrity and
stability worldwide.
2
Lesson 1 — Our history (cont.)
What’s in a name?
Wells Fargo & Co.
Henry Wells (1805 - 1878)
Henry Wells, born in Thetford, Vermont, moved in his youth to central
New York, where he worked on a farm and later for a shoemaker.
Seeing opportunity in the rapidly developing transportation and
communication industry, he changed careers. In 1841, he became an
agent at Albany, New York, for William Harnden, founder of an express
business. Shortly thereafter, Wells made his reputation for dependability
when he found a way to carry fresh oysters to Buffalo, New York.
As the express business expanded into the Midwest, Wells formed a
partnership with other expressmen to deliver valuables, financial
documents, and mail. In 1850, these partners joined to form the
American Express Company. Wells became its first president, serving until 1868.
In 1852 Wells, along with William G. Fargo, set up a joint stock association, Wells Fargo & Co.,
to conduct a banking and express business in Gold Rush California. A year later, when he
visited the new enterprise in San Francisco, Henry Wells judged it a success and wrote,
“This is a great country and a greater people.”
William G. Fargo (1818 - 1881)
William George Fargo was born in Pompey, New York, and was the
eldest of twelve children. At thirteen he had a forty-mile mail route.
In 1842, in Auburn, New York, he met Henry Wells and became
involved in the express business. In 1850, along with Wells, he founded
the American Express Company, and served as its president from
1868-1881.
Fargo also saw opportunity on the Pacific Coast, and in 1852, again
with Henry Wells, he lent his name to Wells, Fargo & Co. He and Wells
were directors. Fargo came to California by Overland stagecoach in
1863 to promote a railroad over the Sierra Nevada Mountains, and
to lay the foundation for the Grand Consolidation that formed
Wells Fargo’s stagecoach empire in 1866. Additionally, he was president of Wells Fargo from
1870 to 1872.
Fargo was active in New York politics for many years, and in the 1860s served two terms as
mayor of Buffalo. He was also a director of the North Pacific Railroad, which led to the use of his
name for the town of Fargo, North Dakota.
3
Lesson 1 — Activity sheet
A brief history of Wells Fargo
and Company worksheet
In the story “A brief history of Wells Fargo & Company”, some of the words may not be familiar to you.
List five words whose meaning you do not know. Use a dictionary to find their meaning and write the
meaning after each word. Then, use the word in a sentence of your own at the bottom of this page.
Word
Meaning
1
1
2
2
3
3
4
4
5
5
Sentences
1
2
3
4
5
4
Lesson 2 — Vocabulary
Vocabulary list
Word
Meaning
Argonaut
Gold seekers of 1848 — 49 who were named after the Argo, the ship on which Jason
sailed in his search from the Golden Fleece, according to the Greek mythology
(Argo + nautus, a Latin word meaning sailor).
Boot
Front and back leather containers, resembling the toe of a boot, which were attached
to the body of a stagecoach to hold treasure boxes and luggage.
Emigrant
A person who has departed from a country to settle elsewhere.
Eureka
Greek for “I have found it!” The word later became California’s official motto.
Express company
A company that provides the service of receiving and delivering mail, parcels, and money.
The U.S. Postal Service and UPS are examples of present day express companies.
Forty-niners
Nickname for pioneers who arrived in California in 1849.
Greenback
Name for paper currency with a green back first issued during the 1860s by the U.S.
government.
Hydraulic
Water power used to mine gold by building pressure through the force of gravity.
Morse code
A code consisting of variously spaced dots and dashes, or long and
short sounds, used for transmitting messages by audible or visual signals.
Nugget
A lump of precious metal such as gold; gold dust is made of fine particles, not lumps.
Panning
A method for finding gold by using a metal pan in the water to separate gold from sand
and gravel.
Poke
Leather bag used to hold gold dust and gold nuggets.
Pony Express
A rapid postal and express system that operated across the western U.S. in 1860 - 1861
by relays of horses and riders.
Pyrite
A common mineral that consists of iron and sulfur. It has a pale brass-yellow color
and metallic luster. Pyrite was frequently mistaken for gold and gained the nickname
Fool’s Gold.
Rocker
A wooden box rocked back and forth to separate gold from rock and dirt; sometimes
it is called a cradle because of its resemblance to a baby’s cradle.
Stagecoach
A coach or vehicle that travels long distances in segments or “stages”. A stagecoach
should not be called a wagon, buggy, cart, or carriage.
Staking a claim
The way a gold miner claimed land and water areas that might contain gold; the claim was
marked with wooden or metal stakes and sometimes even with piles of rocks on at least
two corners.
Telegraph over wire A system for communication at a distance by electric transmission.
Thoroughbraces
Suspension system on the stagecoach. Leather shock absorbers located underneath a
stagecoach made the ride more comfortable.
Treasure box
A wooden container with iron bands and padlock used to hold bags of gold nuggets and
gold dust.
Troy
Name of the unit of measurement used to weigh the four precious metals: gold, silver,
platinum, and palladium; there are 12 Troy ounces in a Troy pound.
Whip
Name given to a stagecoach driver who used the sound of a cracking whip to encourage
the horses; he did not hit the horses with the whip.
5
Lesson 2 activity — Activity sheet
Vocabulary worksheet
Find the word that would best fit the meaning of the following sentences
1. What you might say when you find your missing sneaker _____________________________________
2. Where you would put the luggage in the car ________________________________________________
3. A tool miners used during the gold rush to separate gold from dirt ______________________________
4. The scientific name for fool’s gold ________________________________________________________
5. Another name for a stagecoach driver ____________________________________________________
6. The first long-distance communication ___________________________________________________
7. What gold was usually transported in _____________________________________________________
8. A simple method of mining for gold ______________________________________________________
9. Another method of mining for gold that uses water __________________________________________
10. A mode of transportation used by Wells Fargo _____________________________________________
Now write your own sentences for these words
1. Morse code __________________________________________________________________________
2. Nugget _____________________________________________________________________________
3. Pony Express ________________________________________________________________________
4. Poke _______________________________________________________________________________
5. Emigrant ____________________________________________________________________________
6
Lesson 3 — The stagecoach
Hints for stagecoach travelers
• Never ride in cold weather with tight
boots or shoes. Wear loose overshoes
and gloves two or three sizes too large.
• Be sure and take two heavy blankets
with you. You will need them.
• When the driver asks you to get off and
walk, do it without grumbling.
• If a team runs away, sit still and take your
chances. If you jump, nine times out of ten you will be hurt.
• Don’t growl at food stations. Stage companies generally provide the best they can.
• Don’t smoke a strong pipe inside, especially early in the morning. Spit on the leeward side of the coach.
• Don’t swear nor lop over on your neighbor when sleeping.
• Never attempt to fire a gun or pistol on the road. It may scare the horses.
• Don’t discuss politics or religion or point out places on the road where horrible murders have been
committed, especially if delicate women are among the passengers.
• Don’t grease your hair before starting or dust will stick there. Tie a silk handkerchief around your neck
to keep out dust and prevent sunburn.
• Don’t imagine for a second that you are going on a picnic. Expect annoyance, discomfort ,and some
hardships. If you are disappointed, thank heaven.
This is an abridged, edited
version of Hints for Plains
Travelers, which appeared in an 1877
column of the Omaha Herald. As far as is
known, Wells Fargo never published any
such set of regulations. Their hints were
based on eyewitness accounts of stagecoach
travel and common rules of late nineteenthcentury American etiquette.
7
Lesson 3 — Activity sheet
My diary of a stagecoach trip
Imagine you are on board a stagecoach going from Phoenix to Prescott, and are keeping a diary of each
day’s events along the way. Your trip will take 6 days and nights. In the space below, make five brief
entries into your diary, telling how you and your fellow passengers are obeying, or not obeying, the rules
outlined in “Hints for stagecoach travelers”.
Entry 1:
Entry 2:
Entry 3:
Entry 4:
Entry 5
8
The Wells Fargo stagecoach
Lesson 4 — What are primary/secondary sources?
Primary sources vs.
secondary sources
Many historians gather history from primary sources. A primary source is something actually from
the time in history you are studying. For example, an excellent primary source is a journal or diary
written by someone from the time and place you are concerned with. Other primary sources that
historians consider important are called “ephemera” or items from daily life that give clues as to
what the world was like. These can be tickets to events or for travel, receipts for purchases, brochures or
playbills, or anything that people from that time used in daily life and from which you can gather an
idea of what the world was really like.
Some primary sources:
• Journal or diary
• Ticket for travel
• Letter written by someone during the time period you are studying
• Envelopes
• Original documents like waybills, checks, etc.
• Advertisements from the time
• Objects that show what life was like: sewing baskets, toys, etc.
Secondary sources are by someone who has already studied what you’re studying. It is secondary
because the person telling the history didn’t live in that time. A secondary source would be a book
written about a time or place in the past.
Some secondary sources:
• History books
• Magazine articles written about the time
• People’s belief about what happened
• Text plates in museums containing information about history
• Illustration that were drawn about the past
9
Lesson 4 — Activity sheet
Reading historical documents
Reading an historic document
Look at the original documents that follow in order to answer the following questions:
1. Besides fruit, what other kinds of products did the Germain Fruit Company sell?
2. W
hat price did the Germain Fruit Company quote to Wells Fargo for sun-dried apricots?
Choice bleached peeled peaches? Summer squash?
3. Who did Wells Fargo agent E.C. Tharp order commodities from on May 9, 1895?
4. Where were the butter and eggs to be shipped? What was the specified method of payment?
5. List three important things on the documents.
1.____________________ 2.____________________ 3.____________________
6. What is your favorite thing on either of these documents?
10
Lesson 4 — Activity sheet (cont.)
Reading historical documents
Germain Fruit Company order
11
Lesson 4 — Activity sheet (cont.)
Reading historical documents
Telegram from Wells Fargo to the Wells brothers
12
Lesson 4 — Activity sheet (cont.)
Reading historical documents
Look at the advertisement to answer the following questions
1. How many cities does this advertisement mention? Using a map, locate the cities listed
in this advertisement.
2. What symbol is used in this advertisement?
3. Who might read this advertisement?
4. If a Wells Fargo stagecoach took 12 days to travel 1,500 miles, how far did it travel in
one day? In one hour?
5. At what two stations did the stagecoach connect with the railroad?
6. If the stagecoach leaves Phoenix at 4 p.m., and takes 11 hours to travel the 33 miles to
Maricopa, what time will the stage arrive in Maricopa? How many miles per hour was it
traveling? (Hint: mph = distance/time.)
7. Other than passengers, what else did the stagecoaches carry, according to the advertisement?
8. If you had questions that this flyer could not answer, who could you ask that you know
would know the answer?
13
Lesson 4 — Activity sheet (cont.)
Reading historical documents
Wells Fargo advertisement, 1867
14
Lesson 5 — Morse code
Morse code
Using morse code
International Morse Code
Can you decode this message? The “/” divides the letters.
—• — • / • — • • / • • / — — / — • • •
____________________________________
•—/—•••/———/•—/•—•/—••
—/••••/•
_______________________________________________________
• • • / — / • — / — — • / • / — • — • / — — — / • —/ — • — • / • • • •
_________________________________________________________
Write your own message in Morse code below.
_________________________________________________________
_________________________________________________________
15
Group Lesson 1
Building a telegraph
The simplicity of the telegram
Background:
On May 24, 1844, Samuel F.B. Morse sent the first telegraph message
through a wire between Baltimore and Washington, D.C. This marked
the beginning of communication as we know it today. The telegraph
itself works using a very simple electronic circuit; the difficulty
came in the construction of the wires needed to transport the signal.
After gold was discovered in California and fast long distance
communication became necessary, a transcontinental line was
completed in 1861. Three years later, Lois McLane, a Wells Fargo General Manager — and telegraph
company director — arranged for Wells Fargo money to be sent electronically using the telegraph.
The circuitry of a telegraph is quite simple. The basic set up is nothing more than an electrical series
that has a switch along its path (usually a “tap key”). An audible or visual signal buzzes or flashes
once electricity is allowed to pulse when the switch makes a connection. You and your class can build
your own telegraph and learn about some properties of electrical current, while working hands-on
with the historical fundamentals of modern day communication.
Materials: (estimated cost: $12 - $15)
1. 6 Volt lantern battery
2. Low voltage, piezo buzzer
3. Low voltage LED (Light Emitting Diode) or flashlight bulb
and holder (optional)
4. Balsa wood for a base
5. 1”x 1” piece of conducting metal (copper strip works great)
6. 18-gauge solid wire
7. 4 paperclips
8. Wire cutters or scissors
9. Glue
This exercise is a great way to
teach students about simple
circuits and electricity while incorporating
historical facts about the telegraph. Arguably, the telegraph can be considered as
the first true advancement for communication as we know it. Let’s make it a science
project.
16
Group activity 1
Building a telegraph
The Principles of electricity:
Electrical current can be explained as a flow of electrons moving through a conductive material.
The source of electrons for this experiment will come from the battery, while wires will serve as the
conductive material. When an electrical device, such as a light bulb, is connected properly between
this flow of electrons, the bulb will glow. A straight connection such as this creates a flow that is
called a “series”, or a “circuit.”
For the telegraph in this project we will need to control the flow of electricity, allowing only pulses of
electricity to run through the circuit. The flow of electricity will be controlled by the addition of a
switch in the series. The switch will allow us to make or break the path that the electrons use to flow
through the circuit. This is what the key in the original telegraph did.
Electrical circuits are usually diagramed and explained with an illustration known as a schematic.
Schematic diagrams use symbols representing electrical devices and connections to clarify and
map out a circuit. A schematic of this project can be found on page 22 (Fig.1)
Step-by-step instuctions: (use Fig. 2 to aid in construction) Please note: Wires are labeled w1-w4,
and connections are represented by dots.
1. Check and test all your components.
a. Check your buzzer and or lights, and note polarity.
b. Positive (+) is usually red, and negative (-) is usually black. If your components don’t work, try to
switch the polarity.
2. Make or find a base for your electrical circuit. Balsa wood can be used. It is readily found in hobby
or hardware stores. Then plan and lay out your circuit on the base.
3. The switch will consist of a simple touch relay connection using paperclips and an optional
piece of metal.
a) Cut a piece of wire approximately 10” long (W1), and strip both ends of the wire (expose metal
that is insulated by the plastic about 1⁄2 inch).
b) O
n each end, coil the stripped sections of the wire around paperclips (see illustration 1).
c) One will connect to the battery; the other will be our switch. The switch will work when you tap
the loose paperclip with a metal contact on the base of the unit.
4. Plan where you would like your devices to be fixed onto the base; it is important to keep the
device’s polarity in mind. If you plan on using a thin metal plate, make a paperclip connection on
one end of w2, clip that end to the metal plate, then connect the other end to your first device (W2,
to the light bulb, or the buzzer).
5. Once you are certain where and how your components will be laid out, glue or fix them on the
base, and make all the connections.
17
Group activity 1 (cont.)
Building a telegraph
a) Cut a wire approximately 5 inches in length and make a paperclip connector on one end. This end
will be connected to the other end of the battery (W4). Connect the other end of this wire into your
final device.
b) If you are only using one device, this will be your final connection.
If you are connecting two devices, make your final connection with a small piece of wire connecting
the two remaining connections (W3). When your circuit is fully connected, tap the switch and if
everything is properly connected, it should work. (See illustrations and schematics).
6) Two units can be connected and used just like the original invention. Build two units, connect
each of the first and last connections of devices (marked with an * in Fig. 2). Cut the wires to any
length desired, just keep in mind that the longer the wires, the sooner the batteries will be drained.
If polarity is correct, you can send messages through the wires.
Make sure an adult aids or supervises with the connection of the circuits and stripping of wires.
18
Group activity 1 (cont.)
Building a telegraph
Source:
19
Group Lesson 2
Micro-hydraulic mining
Background
Beginning in the 1850s, hydraulic miners shot streams of high-pressure water through iron nozzles at
the sides of gravel hills. One such operation, known as the Malakoff Diggings Nevada County, used
16 billion gallons of water annually. Debris from this effective method of mining eventually silted up
California rivers, and in 1884, a federal judge ordered it to be stopped.
Your students can create their own hill and erode it away like the California miners using did
micro-hydraulic mining. This project can be done individually, in groups, or as a presentation.
Materials:
1. potting soil
2. Plastic or paper cups
3. Food trays, bowls, and water
4. Spray bottles
5. *Optional; gravel, brass nuts, bolts or washers.
Step-by-step instructions:
1. In a large bin, mix soil, water, and optional gravel (not too much, or the soil won’t bond). Add just
enough water to saturate the soil. Make it wet enough to shape, but not enough to pour. Label cups
or molds and fill them with the moist soil. This step can be explained or described to the students as
sediment that is found at the bottom of a river. This is where gold washed down from the mountain
was deposited.
2. Making a sedimentary rock: Pack the soil. Have your students press down on the soil to compact
the mold. As you pack the soil, the excess water will be squeezed out; this water should be discarded.
After the initial press, use paper towels to press down the soil, this will absorb any excess water.
For a couple of days, let the soil dry, compacting it once or twice a day. Use this step to demonstrate
the process of compaction. Compaction is a vital step in the formation of sedimentary rocks.
As sediments accumulate, their weight causes deeper buried materials to compact and harden.
Hydraulic mining in California was done primarily on ancient river deposits that became
sedimentary rocks long after the water stopped running. The hardness of a sedimentary rock
is determined by how much compaction it has undergone along with the composition of the
sediments. Mining companies would survey for potential deposits and would mine in areas with
sedimentary rocks derived from river sediments.
This exercise will allow
students to have a hands-on
experience with geologic
processes involved in the formation of
sedimentary rocks, and earth processes
such as erosion. Its historical ties deal with
the gold rush mining process of hydraulic
mining, which is a destructive and
disastrous example of man-made erosion.
20
Group Lesson 2 (cont.)
Micro-hydraulic mining
3. Exposing the hill: After the soil has hardened carefully remove the soil from the mold cup onto
a plastic tray. Use a thin tool to separate the soil from the cup. Or carefully cut the cup as if removing
a plant from a plastic tray. In nature, tectonic activity such as faulting uplifts and exposes buried
and hardened sedimentary rock. This process takes thousands of years; it is thought that most of
the streams that deposited the sediments which were later hydraulically mined flowed over
40 million years ago.
4. Hydraulic mining: Now you are ready to do some hydraulic mining. With squirt bottles use the
strongest setting to shoot the mold with water. It won’t be long until your hill begins to erode.
The water run-off should be taken into consideration in your set up. Tilting the tray into a bowl works
great. Also take note of the run-off. It will be dirty, and full of sediment, just like in the gold fields of
California. Massive operations of hydraulic mining eventually filled California rivers and streams
with so much sediment that it affected the environment. Ask your students questions on what they
observed and any problems that may have led to the banning of hydraulic mining.
5. Optional: Your class can be creative with their molds. You can place small pieces of brass nuts and
bolts that represent gold nuggets hidden in your mold. Using sand or other small particles, you can
create layers in your mold to represent strata. Be creative, and have fun being a hydraulic miner.
21
Additional classroom activities
• Describe the differences and similarities between a Concord stagecoach and today’s automobile.
• Illustrate a brochure showing gold miners what equipment they would need and how to use it.
• Create the name of a mining camp and describe how it got that name.
• Write a letter to a friend back east describing your trip on the stagecoach.
• Discuss what services miners needed in the mining camps. Design a mining camp and
include stores and offices for necessary services.
• Try your hand at Western Art – create an illustration of a scene you would expect to find in
Arizona in the 1870s.
• List five ways in which Arizona changed as a result of the Gold Rush.
• Write a convincing argument why going to California to search for gold is a good idea.
• Write a story about Arizona, stagecoaches, mining for gold, or being a Wells Fargo
Messenger. Draw an illustration to go with it.
22
Reading list
Non-fiction
The Great American Gold Rush, by Ronda Blumberg
The Gold Rush of 1849: Staking a Claim in California, by Arthur Blake and Pamela Dailey
Children of the Wild West, by Russell Freedman
Rough & Ready Prospectors, by A.S. Gintzler
Buried Treasure of California, by W. O. Jameson
The Gold Rush, by Liza Ketchum
Gold Rush! The Young Prospectors Guide to Striking It Rich, by James Klein
Striking it Rich: The Story of the California Gold Rush, by Stephen Krensky
Stagecoach: The Ride of a Century, by A. Richard Mansir
Fiction
The Ballad of Lucy Whipple, by Karen Cushman
The Story of Stagecoach Mary Fields, by Robert H. Miller
By The Great Horn Spoon!, by Sid Fleishman
One-Eyed Charlie, the California Whip, by Randall A. Reinstedt
Stagecoach Santa, by Randall A. Reinstedt
Riding Freedom, by Pam Muñoz Rya
23