Grades 6-8 Lesson Plan - Eureka! The Caledonia Mine

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
The development of the United States included several gold rushes in various parts of the country. Students will create a 3-D model based on the core map, facilitating an understanding of the differences between types of gold mining.

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

1. analyze the Horizontal and Longitudinal (vertical) Section Maps of the Caledonia Mine.
2. demonstrate, by 3-D modeling, the differences between two types of gold mining.

Key Terms
placer mining, open pit (surface)mining, underground (shaft) mining, drift mining, lode, vein, tunnel, shaft

Materials
computer image or overhead of the core map, copies of Section Maps - one per pair of students, Rigby's Report, Janin's Report, 1884 Lawrence County Map, 1877 Black Hills Map, contemporary photographs of the Caledonia mine region (see Resources), materials for building a 3-D model (clay, cardboard, coreboard, paper/paper mache)

Time
2 class periods, plus homework

Getting Started

1. Display the core map using a computer projection or transparency or distribute a copy to students. Have students identify the title, date, orientation, and scale. Note that the scale does not match the grid.

2. Have students identify features and symbols on the map.

3. Read Rigby's Report and Janin's Report to your students (or have students read sections aloud to the class). Use the core map to point out information that is in the reports. (A science teacher may have samples of the rocks mentioned.) To assist their comprehension of the landscape features in the region, you may want to briefly refer students to the supplied contemporary photographs of the Caledonia mine region, the 1884 Lawrence County Map, and the 1877 Black Hills Map. To view mine features that appear in more than one section of the core map, select "Match Features" from the menu on the core map.

4. Discuss the difference between surface mining and shaft mining. Compare with placer mining, also done in this region, but not indicated on the maps.

Developing the Lesson

1. Have students work in pairs, assigning and distributing copies of the "Longitudal [Longitudinal] Section of the Caledonia Mine" to one-half of the pairs and the "Horizontal Section of the Caledonia Mine" to the remaining pairs. Have each pair analyze the map and perform the following tasks:
   

   a. identify the symbols.
   b. orient the section to and locate the section on the larger map.
   c. determine the perspective of the section map. (horizontal - looking down; longitudal- viewing from the side)
   d. identify scale.

2. Group a Longitudal Section pair with a Horizontal Section pair of students, forming groups of four. Have students share information about their section maps: symbols, orientation, view point. Then have the group work with a computer image of the core map. Ask them to point out similar names and locations on the maps. Have them select "Match Features" from the menu on the core map and then click on the features as they discuss the relationship of one section map to the other. Finally, have them discuss similarities and differences between the two views.

3. Have each group create a scale 3-D model of the longitudinal section of the Caledonia Mine. The model should incorporate the information from the mining reports (rock strata) and designate map features. Students may want to color code their model and create a key. A caption should summarize the differences between surface and shaft mining, indicating where they can be seen on the model, and include a brief description of the Caledonia mining claim.

For 4 points, the student participates in class discussions and in group discussions. The model is to scale, identifying all of the features of the Caledonia Mine and showing where shaft mining and surface mining occurred. The caption is well written, summarizes the differences between surface and shaft mining, and describing the Caledonia mining claim incorporating information from the engineering reports and the map.

For 3 points, the student participates in class discussions and in group discussions. The model identifies most of the features of the Caledonia Mine and shows where shaft mining and surface mining occurred. The caption summarizes the differences between surface and shaft mining, and describing the Caledonia mining claim.

For 2 points, the student listens to class discussions and group discussions. The model shows, but may not label, features of the Caledonia Mine, shaft mining, and surface mining. The caption summarizes the surface and shaft mining and mentions the features of the Caledonia mining claim.

For 1 point, the student does not participate in class discussions or group discussions. The model is not to scale and is not accurate in detail. Features are not labeled. The caption indicates that the model shows the Caledonia mining claim and may include some of the features.

Extensions

1. Have students research and report about reclamation of land in other mining regions, such as the iron ore region in Minnesota, coal mining regions in West Virginia and Illinois, copper mining in Montana, etc.
2. Have students research and report on drift mining.