Grades 3-5 Lesson Plan - All That Glitters Is Not Gold

Map 8 Main Page

Core Map: "Map of the Leading Mining Claims of the Whitewood District" in Caledonia Gold Mining Co., (San Francisco: [Daily Exchange Print], 1879). Newberry Library call number: Graff 4936 (Printable PDF version of the Core Map)

Resources related to Map 8.
Curator's Notes for Map 8.

Overview
Mining operations change the landscape. In this lesson students identify the land claims for gold in the Dakota Territory and study the patterns of mining and milling operations in this region. In planning a contemporary reclamation of the mining lands, students design a land use alternative, integrating the original landscape and building on the theme of the gold mining operations that developed the area.

Objectives
By the end of this lesson students are expected to:

1. analyze the core map to discover patterns of mining claims and tunneling.
2. create a reclamation plan for renewing/reusing the gold mining region.

Key Terms
Gold Rush, Dakota Territory, reclamation, mining, milling, lode, vein, ore, shaft, claim, renewable resource, nonrenewable resource, gulch, run, fork, summit

Materials
Computer image, overhead, or copies of the core map; current United States map; 1878 United States map (see Resources); 1884 Lawrence County Map; 1877 Black Hills Map; 1879 Dakota Territory Map; Show Me the Gold Question Sheet; Teacher's Show Me the Gold Answer Key; large white art paper or poster board- one per group; markers, colored pencils, or crayons.

Time
2 class periods, plus homework time

Getting Started

1. Distribute copies of the core map or use a projected computer image. Have students identify the title, orientation, scale, date, and symbols on the map. Since there is no map legend, discuss what symbols are used to show features. Guide students in summarizing what the map is showing.

2. Using clues on the core map, locate this region on an 1878 map and a current United States map. Remind students that in 1878 and 1879, only the Dakota Territory existed, not two states as today. You may also want to have students locate the region on the 1884 Lawrence County Map, the 1878 Black Hills Map, or the 1879 Dakota Territory Map.

3. Have students work in pairs to analyze the map using the Show Me the Gold Question Sheet.

1. Have students look at the "Horizontal Section of Caledonia Mine" and the "Longitudal [Longitudinal] Section of Caledonia Mine" sections of the core map; these maps show tunnels and openings into the lodes underground.

2. Review the meanings of renewable and nonrenewable resources. Ask students whether gold is renewable or nonrenewable. Is it reusable? Why is gold considered valuable? What did/do people use gold for? (See Curator's Notes.)

3. Once gold was extracted, what often happened to the mines and cities?

4. Discuss land reclamation with students: what it is and why it is done.

5. Have students design a poster showing their plan for reclamation of a mining region on the core map. They should design a use for the abandoned mining sites (Ideas: theme park, business center, mega-mall, family park, residential housing development. Note that Homestake Mine is still in operation.) Discuss attributes of each. Discuss what utilities and transportation facilities will be necessary. Discuss how developers incorporate themes into their plans for naming sites and use of topography. Students should perform the following tasks:

   a. use the base map for cities, hills, and waterways to locate their development.

   b. incorporate topography and mining shafts into the plan.

   c. name different features creatively with references to gold mining.

   d. incorporate at least two inset pictures to show the detail of part of the development.

   e. include a name for your development, scale, directional arrow, and year.

   f. write a caption explaining how the development reclaims the old mining land.

For 4 points, the student participates in the discussion and completes the Question Sheet with accuracy. The poster includes all the expectations, incorporates topography and human created features, shows creativity in incorporating the mining theme into the development, and includes a caption that demonstrates an excellent understanding of reclamation of the land by including examples.

For 3 points, the student participates in the discussion and completes the Question Sheet with 80% accuracy. The poster includes all the expectations, incorporating physical and cultural features, but lacks creativity in quality or quantity of theme inclusions. The caption shows a good understanding of reclamation of land.

For 2 points, the student listens to the discussion and completes the Question Sheet with 60-70% accuracy. The poster includes features related to mining, but does not integrate them well into the development plan. The caption shows some understanding of reclamation of land.

For 1 point, the student does not participate in the discussion and does poorly on the Question Sheet. The poster includes the map with several features related to mining, but development is not well planned or is incomplete. The caption is missing or does not show understanding of reclamation of land.

Extension
Have students create a poster ro brochure to advertise their newly developed site. It should include background information abotu the location, as well as the newly created features. Reasons for visiting or moving to the area should be highlighted. Encourage students to include a map and pictures.