Students learn about mining in western states. Then they explain how mining impacted the physical environment. Finally, they map some important mines and explain how mining affected western movement of the population.
Students learn about mining in western states. Then they explain how mining impacted the physical environment. Finally, they map some important mines and explain how mining affected western movement of the population.
Students view images of western miners and read background text about the discovery of gold and other minerals in the West and the rapid growth of boomtowns. They review the lesson objectives, then contribute to a class table by recalling facts about the California gold rush. Finally, they read a brief overview explaining that they will learn about miners who traveled west and their impact on the mining frontier.
Teacher MovesIntroduce the experience and review the objectives. Use the sample facts provided to prompt or extend students’ recollections about the California gold rush, highlighting population growth, economic changes, and environmental impacts.
Students examine images of silver mines and read about how new mineral discoveries drew prospectors and supporting businesses to western mining towns. They explore Old West Legends – Mining in the American West to learn more about mining in the West, then complete a graphic organizer by listing ways mining changed life in the region, such as town growth and decline, accelerated western expansion, environmental damage, and the creation of new states and territories.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students view images of gold miners and read about the negative consequences of mining, including displacement of Native Americans, environmental damage, mining accidents, and child labor. They use the resources The Mining Boom and The Mining Frontier to learn more about life on the mining frontier, then post an explanation to a class wall describing how mining affected the physical environment.
Teacher MovesClarify that mining generally had a negative impact on the physical environment, using examples such as silt deposits from rock dust, release of poisonous gases, mercury pollution in waterways, and erosion and desertification caused by strip mining to deepen students’ explanations.
Students read a prompt listing key western mining locations and use a mapping/drawing tool to mark the approximate locations of Comstock Lode, Pikes Peak, Leadville, Coeur D’Alene, and Tombstone on a map of the western United States. They then post to a class wall explaining, based on their maps, how mining influenced westward population movement, and respond to at least two classmates with questions or positive comments.
Teacher MovesGuide students to place each mine in its approximate state (Comstock Lode–Nevada; Pikes Peak and Leadville–Colorado; Coeur D’Alene–Idaho; Tombstone–Arizona). Prompt them to notice that mines are spread across the West and to infer that people migrated to these areas to work in the mines and pursue quick fortunes.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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