Seattle Yukon Gold Rush

Title

Seattle Yukon Gold Rush

Creator

Callie Birklid

Publisher

Washington State Library, Office of the Secretary of State

Date

2018

Grade Levels

[Grades 06-08]

Introduction

In this focused inquiry, students investigate the question How do historical events change the future of cities?

Students engage in deep reading of primary and secondary sources, analysis of the different perspectives on issues leading to and during the strike, annotation of sources, small and large group discussion, explanatory writing of summary of perspectives on the strike, and develop an argument about how well art represents historical events.

Lesson Objectives

  • Students will use video analysis to understand how the Yukon gold rush impacted Seattle.
  • Students will develop a claim with evidence and reasoning to answer the compelling question.
  • Students will develop an action plan on how to make a positive impact on their own community.

Standards

Common Core English Language Arts Standards, History/Social Studies
  • CCSS.ELA-LITERACY.RH.6-8.1.  Cite specific textual evidence to support analysis of primary and secondary sources.
  • CCSS.ELA-LITERACY.RH.6-8.7.  Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
College, Career, and Civic Life Framework
(See C3 Framework to adjust to the grade level of the audience of this lesson)
  • D2.His.3.6-8.  Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
  • D2.His.13.6-8.  Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

Activity

Focused Inquiry

Staging the Question

Compelling Question:  How do historical events change the futures of cities?
  • Have students make a collective timeline of the events that led to the Yukon gold rush. One way that this could be achieved is by having students make a brainstorm list of the different events and then sort the events in chronological order.
  • After the timeline is complete, have students come up with predictions of how the gold rush impacted the growth of Seattle.
Background to share with the students:  Students will need to have an understanding of the history of Seattle at the turn of the century, the Alaskan gold rushes, and Seattle’s role in the gold rush.

Formative Performance Task

Supporting Question:  How did the Yukon gold rush impact the growth of Seattle?

Complete the video analysis graphic organizer for six films that show Seattle during the Yukon gold rush.

Teachers could separate their class into small groups and have students do a station rotation for each of the videos. Students should complete the graphic organizer to help them analyze the video. Students should perform the following steps in the “deep read” of each of the videos:
  • Have the students watch the short videos all the way through without pausing (each video is about 50 seconds).
  • Students should engage in a whip-around discussion where they share their first impressions of the video and what questions they may have.
  • After their discussion, students should read the contextualization for the video and take notes on how the video either confirms or challenges their predictions.
  • Students should watch the video a second time. This time looking for specific examples of evidence that confirms or challenges their predictions.
  • After the second viewing, students should make changes to their predictions and/ or write down questions that they still have about the video.
Taking Informed Action

Argument:   After students complete their video analysis they should individually answer the compelling question. How do historical events change the futures of cities? Their response should include a claim, evidence, and reasoning.
  • Have students brainstorm ways that they would like to improve their community. After they have narrowed it down to major ideas and/ or themes, have student come up with a clear action plan of how they can impact the future of their community.
Seattle-Yukon Gold Rush Lesson Plan with Activity Sheet.pdf
Video Analysis Graphic Organizer Activity Sheet.pdf
Seattle-Yukon Gold Rush Lesson Plan with Activity Sheet (editable document)
Video Analysis Graphic Organizer Activity Sheet (editable document)