F.+Literature+ties


 * __Literature Ties__ **

The first literature tie-in is the book //“Hurry Freedom: African Americans in Gold Rush California”, // by Jerry Stanley. This book gives students an opportunity to understand the growing diversity that was taking place in California during this particular time in our nation’s history. It tells the story of the African-American forty-niners who went west to seek fortunes and freedom in the California Gold Rush. The plight is recounted through the personal experiences of Mifflin Gibbs and Peter Lester. Prejudice was running rampant and life was not easy. These two men persevered and were able to succeed where many had failed. Their efforts included support from the Underground Railroad and behind the scenes lobbying to make life a better for African-Americans in California. The next piece of literature we have selected to extend the impact of these lessons is the book //“Precious Gold, Precious Jade”, // by Sharon E. Heisel. It takes place during the waning days of the California Gold Rush and deals with the clashes between the white settlers and the Chinese immigrants. It is based on the friendship of a young woman who befriends a Chinese family despite the racism and fear that overwhelm the residents of her small western mining town. Lastly, we have chosen the classic, //“By the Great Horn Spoon” //, by Sid Fleischman. This is wonderful historical fiction with endearing characters that teaches kids about sea travel in the mid-1800s and a taste of what San Francisco and the gold camps of the 1849-50s might have been like--without them even knowing that they're learning something. The story of the boy Jack and his Butler named Praiseworthy takes them from Boston on a ship to San Francisco and the gold fields of northern California. Praiseworthy is like a male Mary Poppins who always manages to find just the right solution to situations. His "magic," however, is his careful observation of people, kind heart, and keen understanding of human nature. 

**__Suggested Activities and Lesson Plan__ **
 * Theme: Cultural continuity and Expression **
 * Activity/Lesson Plan: **Have students research the various cultural and ethnic groups that currently reside in California. Have a classroom where students describe the customs, life ways and traditions practiced by each culture studied. Reflect on the novels we have read relating to diversity in California. Compare how and why people travelled to California and the routes they travelled. Contrast the experiences of those people who traveled to California from different parts of the world to the life experiences of ancient and contemporary Native American peoples who were the original inhabitants of California. Encourage students to relate their research to their own cultures, customs, life ways, and traditions. Next, students write research reports on a particular culture discussed above and present their findings to the class. Students should use maps, charts, and pictures to plot the geographic regions that were inhabited and how the physical environment may have influenced human activity and culture.