See below for examples.
- The ore from which aluminum metal is derived is called?
The correct answer is “2”.
Lesson Plan, All About Mining 2009, Louisa Capp
Lesson/Unit Concept: See the attached Cause and Effect Diagram. Using the lectures, field samples, photos and notes from this class, (especially from the three day field trip) Students will learn that mining has played a key role in the transformation of America’s economy, social and political patterning. An emphasis will be placed on this development in light of the Industrial Revolution and its current essential relevance to student’s lives.
Standards Addressed: California Social Science Standards/Grade Eight, Prioritized
3. how states and the federal government encourage business expansion through tariffs, banking, land grants and subsidies
4. entrepreneurs, industrialists and bankers in politics, commerce and industry (e.g. Leland Stanford, Andrew Carnegie, John d. Rockefeller)
5. the location and effects of urbanization, renewed immigration and industrialization (e.g., effects on social fabric of cities, wealth and economic opportunity and the conservation movement
6. child labor, working conditions, lasses-faire policies toward big business and the rise of the labor movement, including collective bargaining, strikes and protests over labor conditions.
Mining’s Necessity, Safety and Sustainability Lesson
Students will analyze the development of various inventions (e.g. the pneumatic drill, dynamite) in the progression of mining’s impact on the development of America’s economy, society and politics
Students will analyze the development of land rights, especially mineral and water rights, by examining the legal precedent of same, (e.g. the Northwest Land Ordinance) as an example of American democratic law, with a basis in English Common Law
Students will self-select
Their key essential elements
And self eliminate based on
Those that are not mined.
Students will prepare a
Presentation of four to eight
Everyday items that they
Are essential to their every-
Day lives and explain the
Mining origin of same,
Including the invention,
Regulation and mineral iden-
Tification of items that were
Mined that make up that item
(e.g. gold in computers)
1. patterns of agricultural and industrial development as they relate to climate, natural resource use, markets, and trade, including their location on a map
2. three reasons for the development of federal Indian Policy and the plains wars with American Indians and their relationship to agricultural development and industrialization
7. the new sources of large-scale immigration and the contribution of immigrants to the buildings of cities and the economy; the ways in which new social and economic patterns encouraged assimilation of newcomers into the mainstream amidst growing cultural diversity; and the new wave of nativism
8. the characteristics and impact of Grangerism and Populism
9. the significant inventors and their inventions (e.g., biographies of Thomas Edison, Alexander Graham Bell) and the incentives that prompted the quality of life (e.g., inventions in transportations, communication, agriculture, industry, education, medicine)
8.12 Students analyze the transformation of the American Economy and the changing social and political conditions in the United States in response to the Industrial Revolution, in terms of:
- Students will take an inventory of non-human things that are essential to their lives
- Students will prioritize essential items
- Students will communicate with others to self-select those items, from a list of essential items to daily life
- Students will connect present to the past development of inventions and inventors
- Students will problem solve to choose four essential items to focus a presentation on, to teach others the mineral elements that those items are made from.
- Students will internalize that if something is not farmed, it is mined
- Students interpret American legal foundations (e.g. mining law, the Northwest Ordinance) to connect past legislative development to present day land right law
- Students will articulate the importance of American ingenuity, the coordination and cooperation of a complex business as it relates to the Industrial Revolution and America’s growth.
Mining’s Essential: Students will use a four square grid to analyze four items that they cannot live without. They will write these down and then view compare their four with a list of items that come from mining of the material components.
Students will use the U.S. Atlas to identify locations of these elements, along with dates of statehood and patterns of immigration. Students will draw and label the locations of the minerals used in their own essential items
Students will list the significant invention background of their items (e.g. electricity, to Thomas Edison)
Students will list the major immigrant groups making a contribution to the eventual development of their items: (e.g. the Chinese in building the transcontinental railroad, which enabled ore transport and production)
Using visual organizers, students will analyze the location and effects of urbanization, renewed immigration and industrialization (e.g., effects on social fabric of cities, wealth and economic opportunity and the conservation movement): This summary shall be reflected on their presentations (e.g., Power Points, posters)
(Listed for Entire Unit…The intro lesson items are marked with an asterisk, due to the three minute timeline of the All About Mining July 13 Lesson presentation limitation):
*Pencil, Black Pen, Colored Pencils
Paper (Binder or White), Paper provided by teacher for intro lesson
Power Point or Poster board (For Culmination Poster Assignment)
Students shall draw or supply items (e.g. a pencil for graphite as an essential element to attach to PowerPoint, or Poster)
Overhead Transparency of List of Everyday Items Originating from Mining,(P. Modreski)
List of Industrial Mineral and Rock Uses (David Holmes)
Student copies of same list
Overhead Markers for modeling of identifying items from lists
Procedure: 3 min. Introductory Lesson:
On 8.5X11 paper, students fold into fourths and write at least four essential items that they could not live without, that are not people, food or water. Display List of Mineral Uses List and have students partner share to determine the items that do not contain a mineral element of some kind. Students tear out those items from their folded quadrants. Survey how many items could be removed. Discuss student’s conclusions/connections of what is essential and widespread in their lives that comes from mining. Survey student’s background knowledge of where their everyday essential items come from, begin to discuss connections between everyday items today to the development of invention, immigration and the Industrial Revolution in American History.
Holt, U.S. History Text, Chapter Fourteen, Westward Expansion
Holt, U.S. Atlas: Westward Expansion
Peter Modreski’s June 23 Lecture and Handout, “Front Range Geology”, Minerals Samples List and “Your House is Mined” handout
Rev. 7-12-09, Louisa Capp, firstname.lastname@example.org, (408) 423-3168