Behind the Bricks	Desired Results	
Goals of Program	Transfer	
•	Enrich their understanding of place through inquiry
•	Experience National Parks as places for learning and recreation and develop a personal connection with their local national park
•	Learn about the importance of San Francisco Bay and Fort Point during the California Gold Rush and the Civil War
	Students will be able to independently use their learning to
•	Seek, examine, and analyze different historic sources
•	Engage in informed discussion about the purpose and perceived value of public buildings
	
Historical and Social Studies Standards	Meaning	
4.3     (3) Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment.

Analysis Skills 
Chronological and Spatial Thinking
•	Students judge the significance of the relative location of a place.
Historical Interpretation
•	Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.
	Enduring Understandings	Essential Question	
	Students will understand that:
•	Buildings, landscapes, artifacts, and other primary sources are the tangibles that help reveal the meaning (intangibles) of a place.
•	National Parks belong to all of us and each of us can play a part in their preservation and protection.
•	The California Gold Rush shaped the landscape of the San Francisco Bay area.
	
What stories do forts tell?	

California’s Common Core State Standards	Acquisition	
Reading
Integration of Knowledge and Ideas
4.7 – Interpret information presented visually, orally, or quantitatively …

Writing
Research to Build and Present Knowledge
4.7 – Conduct short research projects that build knowledge through investigation of different aspects of a topic
4.8 - Recall relevant information from experiences or gather relevant information from print and original sources
Text Types and Purposes
4.3 – Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear even sequence

Speaking/Listening
Comprehension and Collaboration
4.1 – Engage effectively in a range of collaborative discussions with diverse partners … building on other’s ideas and expressing their own clearly.

	Students will know	Students will be able to	
	•	The impact of the Gold Rush on San Francisco.
•	The story of Fort Point and the NPS stewardship role.
•	Key facts and vocabulary related to a gold rush era seacoast fortification.
	•	Examine, question, and interpret historic photographs and artifacts to find out about life in Fort Point as well as San Francisco.
•	Express their findings orally and in writing.
•	Develop relevant questions.
•	Work cooperatively in small groups.
	
	Evidence	
	Students will show their learning by
Using evidence through the place-based activities, as well as in the classroom lessons:
Students will

Write a first-person account of what life might have been for one of the inhabitants of the Fort Point using the evidence they have gathered from the historic photographs, the fort artifacts, the fort visit, and descriptions of the people who lived and worked at the fort.
What can the fort tell us about some of the people who lived during the Gold Rush?
OR
Write a narrative explaining the ways in which Fort Point was valuable to San Francisco during the 1850s to 1860s using the map of seacoast fortifications, historic photographs, and the fort visit.
What can the fort tell us about the importance of San Francisco during the California Gold Rush?