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Bound for the Klondike gold fields. Chilkoot Pass, Alaska. Image courtesy of American Memory.
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Subject Areas |
History and Social Studies
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U.S. History - Immigration/Migration |
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U.S. History - Other |
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U.S. History - The West |
Literature and Language Arts
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American |
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Biography |
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Essay |
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Time Required |
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Three class periods for research on the Klondike Gold Rush and presentation of findings.
Two class periods for the optional writing-related activities. Additional time as needed for completion of the story. |
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Skills |
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Close reading of text
Collaboration
Map reading
On-line research
Literary analysis
Using primary sources
Using an online database |
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Additional Data |
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Date Created: 10/10/02 |
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Metaphorical Gold: Mining the Gold Rush for Stories
"…the Yukon provided the metaphorical gold for his [Jack London's]
first stories…" —Dr. Clarice Stasz, from The
Jack London Collection, a link from the EDSITEment resource The
Center for Liberal Arts IntroductionThe
lure of gold is strong. The first nuggets of the Klondike Stampede were brought
into the town of Forty Mile on August 20, 1898. Two days later, the town was deserted,
claims were being staked out all around the original site, and the Gold Rush was
on! Despite the distance and the difficult conditions, thousands of Americans
traveled to the Yukon willing to test their mettle in hopes of striking it rich.
One of those who came to the Klondike was
Jack London, soon to be an internationally famous author. What he sought in the
Yukon was not gold, however, but rather the adventure and "the metaphorical gold
for his first stories." London's experiences in the Yukon provided him not only
with an appropriate setting for the life and death struggles he wanted to depict,
but also with sufficient local color to lend authenticity to his writing. By
"mining" online databases for primary texts and period photographs, your students
can explore the Klondike Stampede, and, like London, can glean from their visit
sufficient period details to help them create their own narratives based on the
Gold Rush. If time does not permit students to write their own stories, the teacher
can select stand-alone sections from this lesson that deal with the history of
the Gold Rush era. While the emphasis of this lesson is on history and research
rather than literature, selections from Jack London's The Call of the Wild
are used to provide focus and structure for students' research in online databases
of primary sources, and to serve as models of vivid narrative prose for students'
own stories. Note: Students and teachers
who have completed all or parts of this stand-alone lesson and who would like
to learn more about Jack London may wish to explore the complementary EDSITEment
lesson, Jack
London's The Call of the Wild: "Nature Faker"?, which explores in depth how his novel, The Call
of the Wild, responds to the technical challenge of writing from an animal's
perspective without humanizing or sentimentalizing. Guiding QuestionsWhat
experiences awaited the tens of thousands of hopeful prospectors drawn by the
discovery of gold in the Yukon? How can students use details drawn from their
research on primary source materials, and examples drawn from Jack London's vivid
narrative prose, to add color and authenticity to their own stories based on the
Alaskan Gold Rush era? Learning ObjectivesAfter
completing this lesson, students will be able to: - Relate information about
the Klondike/Alaska Gold Rush, describing how Americans traveled to the gold fields
and how they fared once they arrived.
- Use authentic historical details
in their own stories based on the Alaska Gold Rush.
- Use Jack London's
vivid narrative prose as a model to develop varied sentence structure and length
in their own stories.
Preparing to
Teach this Lesson- Review the lesson plan.
Locate and bookmark suggested materials and other useful websites. Download and
print out documents you will use and duplicate copies as necessary for student
viewing.
- Download Mining
the Klondike Gold for Stories: Worksheets, available here as a PDF file. Print
out and make an appropriate number of copies of any handouts you plan to use in
class.
- This lesson should work well with students whether or not they
have read The Call of the Wild. It would also work well as a prequel
to reading the novel. If time does not permit students to write an original story
using period details from the Gold Rush, the sections of the lesson dealing with
fiction writing can be disregarded by teachers wanting to concentrate only on
history and research.
- The complete lesson prepares students for the writing
of a story of historical fiction. Students begin by learning the basic historical
facts about the Klondike Gold Rush. To gain a concrete sense of life during the
Gold Rush period, students will match period photographs (drawn from an extensive
online archive) with selections from The Call of the Wild; this activity
will provide students with an introduction to London's vivid imagery and an invitation
to use vivid language when they write stories of their own. Next, student groups
will research specific aspects of the Gold Rush and share the information with
the class. Two optional activities follow. Through a sentence-combining exercise,
students can compare two passages from London and explore one of London's characteristic
sentence types as prewriting exercises, encouraging them to vary sentence structure
and length in their stories. Students can then create their own tales of the Gold
Rush by "adopting" a character from a historical database of Klondiker names and
information and telling a story about him/her adding historical authenticity and
local color from census information, first-hand accounts, and period photographs.
- For background on the Klondike/Alaska Gold Rush, consult the following
resources:
- The Alaska
Collections of the University of Washington Libraries' Digital Collections,
available via a link from the EDSITEment resource Links
to the Past, contain three searchable databases of period photographs, including
the Frank La Roche
Photographs and William
E. Meed Photographs. Its third collection, Photos
of Eric A Hegg, is the largest and has a useful map illustrating predefined
search categories. Click on the map icons for thumbnail photographs in categories
including White Pass, Chilkoot Pass, Women, and Transportation. Click on the thumbnails
for larger images. Students can also conduct keyword searches. With 50 pictures
for White Pass, 46 for Chilkoot Pass, and 34 related to dogsleds, the Photos
of Eric A Hegg site is an exceptionally rich resource.
- Though Jack
London was a prolific writer, he was also a careful writer. He varied his sentence
structure throughout, as will be demonstrated in Part 4,
below. One characteristic type of London sentence combines ideas to add complexity
that creates tension, paints a rich picture, and/or captures the essence of an
action sequence in a single snapshot. Students can use this element of London's
as a model for their own writing, as they attempt to use a greater variety of
sentence structures.
- An effective exercise to facilitate students' ability
to use a variety of sentence structures is sentence combining, in which basic
sentences (generally containing unnecessary repetitions) are combined into more
complex structures. The exercise included as part of this lesson is an optional
prewriting step before students begin writing their own stories. Each set of sentence
"germs" in the "The Call of the Wild's Sentences: Sentence Combining
Exercise," on pages 5-6 of the PDF file, Mining
the Klondike Gold for Stories: Worksheets (see Preparing
to Teach above for download instructions), originated as part of one sentence
in The Call of the Wild. Students attempt to combine each set of simple
sentences into one sentence of their own, without reference to London's original.
The exercise is set up in approximate order of complexity from the simplest to
the most complex. All or part of the 14 exercises can be assigned to individual
students or student groups; the whole class can work together with the teacher;
students can complete as many as they can independently; or specific assignments
can be made on an individual basis.
A critical part of the sentence combining
exercise is the sharing of sentences to show the variety of solutions. There are
no correct answers, just different approaches. As a result, most teachers who
use sentence combining never offer an authoritative "solution" to a particular
problem. In this case, students can examine London's original if desired, but
even it should be regarded as just another solution. The source sentences for
the exercise are available on "The Call of the Wild's Sentences: London's
Combined Sentences" on page 7 of the PDF file, Mining
the Klondike Gold for Stories: Worksheets (see Preparing
to Teach above for download instructions). To help your students become aware
of the possibilities, it is counterproductive to concentrate on errors they may
make or to regard any particular solution as best. - For further reading
for students, consult the Recommended
Reading List provided here as a PDF file.
Suggested
Activities
1. The Klondike/Alaska
Gold Rush: Background for Students 2.
Images of the Klondike/Alaska Gold Rush in Words and Photographs (Optional) 3.
The Klondike Gold Rush: Background Research for Student Authors 4.
Jack London's Varied Sentence Structures (Optional) 5.
Sentence Combining to Practice Increased Sentence Complexity (Optional) 6.
Bringing a Klondike Stampeder to Life 1.
The Klondike/Alaska Gold Rush: Background for Students Show
your students, in order, the following photographs from the University
of Washington Digital Collections, a link from the EDSITEment resource Links
to the Past. Have them brainstorm what each image reveals about the Klondike/Alaska
Gold Rush. Tell
students they will be gathering images and information (often from first-hand
sources) about the Klondike/Alaska Gold Rush as research for writing original
stories of historical fiction. Provide some background from Klondike
Gold Rush National Historical Park, an online exhibit of The
National Park Service, a link from the EDSITEment-reviewed website Links
to the Past. In particular, read with your students: For somewhat more in-depth information, share either
of the sources listed under Preparing to Teach This Lesson,
above. The site Alaska's Gold,
a link from the EDSITEment resource Links to
the Past, is a very rich source of primary source material and information,
aimed primarily at students. 2.
Images of the Klondike/Alaska Gold Rush in Words and Photographs (Optional) Though
The Call of the Wild does not dwell on the historical facts of the Klondike
Gold Rush, London added enough genuine details—often using vivid imagery—to lend
authenticity and color to his text. Challenge students to use the search functions
of the online databases Frank
La Roche Photographs, William
E. Meed Photographs, and Photos
of Eric A Hegg, available on the University
of Washington Digital Collections, a link from the EDSITEment-reviewed websites
Links to the Past, to locate photographs
that could appropriately illustrate the passages from The Call of the Wild
on the handout "Images from The Call of the Wild" on pages 1-2 of the
PDF file (see Preparing
to Teach This Lesson, above, for download instructions). Here's
an example from Chapter 7 of The Call of the Wild. The passage …a
shallow placer in a broad valley where the gold showed like yellow butter across
the bottom of the washing pan. They sought no farther. Each day they worked earned
them thousands of dollars in clean dust and nuggets could be matched with the photograph Five
prospectors panning for gold in a creek, Alaska, 1897. If possible, print
out the picture and display it (or post it on the computer) with the related passage
from The Call of the Wild as a caption. After
you distribute the handout, read over the passages with the class. Help students
identify key words they can use as search items and then give them the opportunity
to work with the databases, individually or in small groups. As students locate
photographs, they should write the captions and URLs under the relevant excerpt
on the handout. If possible, enable students to share some of their matching images
by printing images or displaying them on the computer. NOTE: The related handout
"Photos Matched with Images from The Call of the Wild," on pages 3-4
of the PDF file (see Preparing
to Teach This Lesson, above, for download instructions), matches photographs
with the passages and provides their URLs. There may, of course, be other photos
that match any particular passage. Remind
students that they will be writing stories set in the Klondike/Alaska Gold Rush.
Challenge them to make sure there are passages in the story that could be represented
well by a period photograph. In other words, students should include authentic
visual images in their stories. If practical, encourage students to illustrate
their stories with one or more well-chosen photographs. 3.
The Klondike Gold Rush: Background Research for Student Authors While
students cannot travel to the Gold Rush like Jack London, they can work together
to gather information that will lend authenticity to their stories. The mission
of each group below is to advise the rest of the class on the most basic facts
in their area of "expertise" and to suggest elements that might be fruitfully
included in stories. Neither their research nor presentation is expected to be
exhaustive, since, as in The Call of the Wild, the factual elements are
not what the book is about, but instead supply authenticity and color. Divide
the class into seven or fewer groups. Each group will explore one assigned category:
- Group 1: Traveling to the Klondike
- Group 2: Animals of the Yukon
- Group 3: On the Trail
- Group
4: Geography
- Group 5: Who Came to the Klondike?
- Group 6: Equipment
- Group 7: In the Towns
For their research, students can use the
following EDSITEment resources, which contain extensive material on the Klondike/Alaska
Gold Rush. Some particularly useful materials are listed below in each category,
but these represent only a sampling of useful materials. General ResourcesPhotograph CollectionsPhotographic
evidence can be very compelling, as well as a good source of information. The
Alaska Collections
of the University of Washington Libraries' Digital Collections has three searchable
databases of period photographs, including the Frank
La Roche Photographs and William
E. Meed Photographs. The third collection, Photos
of Eric A Hegg, is the largest and has a useful map illustrating predefined
search categories. Click on the map icons for thumbnail photographs in categories
including White Pass, Chilkoot Pass, Women, and Transportation. Click on the thumbnails
for larger images. Students can also conduct keyword searches. Specific Resources
by Category Group 1: Traveling to the
Klondike Group
2: Animals of the Yukon What animals were used in the Yukon? What jobs
did they do? How were animals (particularly dogs) transported to the Klondike?
Group
3: On the Trail What were conditions like on the trail? Group 4: Geography What
geographical features did Klondikers have to confront? Group
5: Who Came to the Klondike? What kinds of people came to the Klondike?
What motivated them to go? What did they do when they got there, in addition to
those who went to the gold fields? Group 6:
Equipment What kinds of equipment did the Klondike Stampeders use? Group
7: In the Towns What was life like in the established cities and boom
towns affected by the gold rush? Once
students have completed their research, they should present their findings to
the class. 4. Jack London's
Varied Sentence Structures (Optional) Set
as a goal that students vary the length and structure of their sentences in their
stories of historical fiction. As a class, make a comparison between the following
passages from The Call of the Wild. Count the words in each sentence.
Note the location of the simple subject(s) and verb in sentences that do not begin
with subject/verb. From Chapter 5:
(Note the short sentences describing the weary
dog team; the full stops slow the reader's pace as well. Note the effect of the
parallel structure in the sentence beginning "It was not the dead tiredness…."
Note the effective repetition in "Every muscle, every fiber, every cell, was tired,
dead tired.") They were all terribly
footsore. No spring or rebound was left in them. Their feet fell heavily on the
trail, jarring their bodies and doubling the fatigue of a day's travel. There
was nothing the matter with them except that they were dead tired. It was not
the dead tiredness that comes through brief and excessive effort, from which recovery
is a matter of hours; but it was the dead tiredness that comes through the slow
and prolonged strength drainage of months of toil. There was no power of recuperation
left, no reserve strength to call upon. It had been all used, the last least bit
of it. Every muscle, every fiber, every cell, was tired, dead tired. And there
was reason for it. In less than five months they had traveled twenty-five hundred
miles, during the last eighteen hundred of which they had but five days' rest.
When they arrived at Skaguay, they were apparently on their last legs. They could
barely keep the traces taut, and on the down grades just managed to keep out of
the way of the sled. From
Chapter 7: (Note how the short sentence
"There was no withstanding him" comes in the midst of a series of long sentences.
The long sentences capture the confused energy of the moment. The short sentence
makes the reader stop for a moment to focus on Buck.) The
Yeehats were dancing about the wreckage of the spruce-bough lodge when they heard
a fearful roaring and saw rushing upon them an animal the like of which they had
never seen before. It was Buck, a live hurricane of fury, hurling himself upon
them in a frenzy to destroy. He sprang at the foremost man-it was the chief of
the Yeehats-ripping the throat wide open till the rent jugular spouted a fountain
of blood. He did not pause to worry the victim, but ripped in passing, with the
next bound tearing wide the throat of a second man. There was no withstanding
him. He plunged about in their very midst, tearing, rending, destroying, in constant
and terrific motion which defied the arrows they discharged at him. In fact, so
inconceivably rapid were his movements, and so closely were the Indians tangled
together, that they shot one another with the arrows; and one young hunter, hurling
a spear at Buck in mid-air, drove it through the chest of another hunter with
such force that the point broke through the skin of the back and stood out beyond.
Then a panic seized the Yeehats, and they fled in terror to the woods, proclaiming
as they fled the advent of the Evil Spirit. Discuss how London's
sentences dramatize the events being described. 5.
Sentence Combining to Practice Increased Sentence Complexity (Optional) Students
probably need more practice constructing longer, more complex sentences than they
do creating short sentences. Conduct the sentence combining exercise on the handout
"The Call of the Wild's Sentences: Sentence Combining Exercise" on pages
5-6 of the PDF file (see Preparing
to Teach this Lesson, above, for download instructions). More information
about sentence combining may be found under Preparing to
Teach This Lesson, above. London's original sentences, from which the sentence
fragments on this handout are gleaned, can be found on "The Call of the Wild's
Sentences: London's Combined Sentences" on page 7 of the PDF
file (see Preparing to Teach this Lesson, above,
for download instructions). 6.
Bringing a Klondike Stampeder to Life In
this activity, students will use a database of Klondike Stampeders to learn a
bit about people who rushed to the Klondike. With the dual goals of maintaining
historical accuracy to a reasonable degree and varying sentence structures, students
will be challenged to write a story about a Klondike Stampeder. The
Valdez Museum and Historical Archive,
a link from the EDSITEment-reviewed website Links
to the Past, offers a database (Rush
Participants Database) with information on individuals who came to the Klondike
in search of gold. Included with the database are instructions on the web page
entitled Introduction.
The database offers information in the following categories: - First
Name
- Last Name
- Date of Birth
- Date of Death
- Additional
Names
- Home Town
- Company
- Profession
The
database allows searches by last name. Students should feel free to combine elements
from a variety of historical figures when creating their own character. Also
available is a list of Black
Gold Miners, another link from the EDSITEment resource Links
to the Past. Another focus should be on the Indians who worked for the Klondikers
and with whom the prospectors interacted. Virtually
all of the resources listed below can be fruitfully mined for information and
"color" for stories. Students can use elements from first-hand accounts. Photographs—those
listed under Selected EDSITEment Websites, below, and
the many others found on other EDSITEment resources and links—can be a rich source
of detail. Here are a few specific sources students might find useful, all links
from the EDSITEment-reviewed website Links to
the Past: Students can choose to write their tales in
the form of letters, such as these on the website of the Library
of the State of Alaska, a link from the EDSITEment resource Links
to the Past: - Letter from Reverend Albin Johnson to C.W. Tuttle about
a land route to the Klondike, Nov. 11, 1897—Original (Page
1 / Page
2)
- Transcribed letter from Reverend Albin Johnson to C.W. Tuttle
about a land route to the Klondike, Nov. 11, 1897—Typed Version (Page
1 / Page
2) This letter is not a good example of a compelling first-hand account; kind
of dry and doesn't show any action related to the land route.
Provide
opportunities for students to share their work through readings, printings, or
postings. Extending the Lesson- Students
can research and draw comparisons between the Klondike Gold Rush and the California
Gold Rush using the EDSITEment resource Gold
Rush.
- Robert Service, like Jack London, used historical information
about the Klondike Gold Rush to add color to his writing. However, Service's work
differs greatly from London's. The National
Postal Museum, a link from the EDSITEment-reviewed website Links
to the Past, offers an article about Robert
Service and Jack London that includes a link to information about Service
and texts of some of his poems.
- Now that students have some background
knowledge of the Klondike Gold Rush, they would benefit from reading and discussing
London's Klondike tales, many of which are available online as part of The
Jack London Collection, a link from the EDSITEment resource The
Center for Liberal Arts.
- The
Jack London Collection, a link from the EDSITEment-reviewed website The
Center for Liberal Arts is an excellent resource for everything London. If
desired, students can complete research about London, including reading some of
his letters.
- The EDSITEment resource Links
to the Past offers a series of lessons entitled "Teaching With Historic Places."
One such lesson is Skagway:
Gateway to the Klondike.
- The EDSITEment-reviewed website Digital
Classroom offers a lesson entitled Teaching
With Documents Lesson Plan: Alaska Migration.
- Do your students wonder
what would it be like to retrace the steps of a Klondiker today? What is the Klondike
Gold Rush area like now? The Seattle
Times: Klondike Special Report, a link from the EDSITEment resource Links
to the Past, attempts to answer those questions. The report is described as
follows: "Traveling north by ferry, foot and kayak, reporter Ross Anderson takes
with him a historical 'companion,' the late Mont Hawthorne."
Selected EDSITEment Websites- The
Center for Liberal Arts [http://www.virginia.edu/cla/]
- Digital
Classroom [http://www.archives.gov/digital_classroom/index.html]
- Gold Rush! California's
Untold Stories
[http://www.museumca.org/goldrush/] - Links
to the Past [http://www.cr.nps.gov/]
- Americans
Abroad
[http://www.postalmuseum.si.edu/gold/almostamericans.htm] - As
Precious as Gold
[http://www.postalmuseum.si.edu/gold/asprecious.html] - Discovery
[http://www.postalmuseum.si.edu/postal/gold/discovery.html] - Getting
to the Gold
[http://www.postalmuseum.si.edu/gold/gettingtogold.htm] - Literature
of the Gold Rush
[http://www.postalmuseum.si.edu/gold/literature.html] - Stories
from the Gold Rush
[http://postalmuseum.si.edu/gold/gold2.html] - Trails
[http://www.postalmuseum.si.edu/gold/trail.htm]
- Starvation
and Disease
[http://www.postalmuseum.si.edu/gold/starvation.html] - Extraordinary
Women
[http://www.postalmuseum.si.edu/gold/women.html] - Alaskan
Dog Sled
[http://www.postalmuseum.si.edu/gold/mailcarriers.html] - Robert
Service and Jack London
[http://www.postalmuseum.si.edu/gold/literature.html]
- Library of the State of Alaska
[http://www.library.state.ak.us/goldrush/midmain.htm] - Alaska's
Gold [http://www.library.state.ak.us/goldrush/]
- Song
Sheet: With the Gold I'll Bring From Klondike 1898
[http://www.library.state.ak.us/goldrush/ARCHIVES/ manu1/075_48a.htm]
- Audio
of the Song Sung as It Would Have
Been Done (very large file) [http://www.library.state.ak.us/goldrush/audio/klondike.wav]
- Song
Sheet: Klondike Gold
[http://www.library.state.ak.us/goldrush/ ARCHIVES/manu1/075_47a.htm]
- To
Klondike We've Paid Our Fare
[http://www.library.state.ak.us/goldrush/ARCHIVES/ manu1/075_29a.htm]
- News
Clipping: Death in Dyea Pass
[http://www.library.state.ak.us/goldrush/ARCHIVES/ manu1/o11897.htm]
- Story
of Felix Pedro
(from the first newspaper printed in Fairbanks) [http://www.library.state.ak.us/goldrush/ARCHIVES/npapers/ may_03p1.htm]
(NOTE: Click for succeeding pages. The story is told in the right-hand
column of the first three pages.) - Map
on which to follow Felix Pedro's story
[http://www.library.state.ak.us/goldrush/ARCHIVES/ sarchive/insert.htm]
- Traveling
to the Gold Fields
[http://www.library.state.ak.us/goldrush/TRAVEL/home.htm]
- When
and How to Outfit
[http://www.library.state.ak.us/goldrush/ARCHIVES/ npapers/97_p06l.htm]
- Woman's
Standpoint: What to Take and
What to Leave Behind [http://www.library.state.ak.us/goldrush/ARCHIVES/ npapers/97_p09.htm]
- Traveling
to the Gold Rush
[http://www.library.state.ak.us/goldrush/TRAVEL/Way.htm]
- How
Did the Gold Rush Change the Population?
[http://www.library.state.ak.us/goldrush/LEGACY/pop.htm]
- On
the Way
[http://www.library.state.ak.us/goldrush/TRAVEL/like.htm] - Letter
from Reverend Albin Johnson to C.W. Tuttle about
a land route to the Klondike.
Nov.11,1897 Original Page 1 [http://www.library.state.ak.us/goldrush/ARCHIVES/ sarchive/ceived_1.htm]
- Letter
from Reverend Albin Johnson to C.W. Tuttle about
a land route to the Klondike.
Nov.11,1897 Original Page 2 [http://www.library.state.ak.us/goldrush/ARCHIVES/ sarchive/ceived_2.htm]
- Transcribed
letter from Reverend Albin Johnson to C.W. Tuttle
about a land route to the
Klondike. Nov.11,1897 Page 1 [http://www.library.state.ak.us/goldrush/ARCHIVES/ sarchive/ceived_3.htm]
- Transcribed
letter from Reverend Albin Johnson to C.W. Tuttle
about a land route to the
Klondike. Nov.11,1897 Page 2 [http://www.library.state.ak.us/goldrush/ARCHIVES/ sarchive/ceived_4.htm]
- What
Services Did People Need?
[http://www.library.state.ak.us/goldrush/DailyL/SERVICES.HTM]
- What
was a Gold Miner Like?
[http://www.library.state.ak.us/goldrush/GMining/miner.htm]
- Washington State Historical Society
[http://www.wshs.org/index.htm] - Golden
Dreams: The Quest for the Klondike
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/index.htm]
- Front
St.during the winter, Dawson, Yukon Territory, ca. 1899
[http://content.lib.washington.edu/hegg/image/ 437490312002_679.jpg]
- Chilkoot
Trail from Stone House, Alaska, 1898
[http://content.lib.washington.edu/hegg/image/ 28180312002_142.JPG]
- Rescue
attempt from a crevasse, Foster Glacier near
Skagway, Alaska, ca. 1898 [http://content.lib.washington.edu/hegg/image/ 765260312002_27.jpg]
- Photo: Landing Supplies
at Skagway
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa3l.htm] - Skagway
Streets
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa5l.htm] - The
Trail over White Pass
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa6.htm] - Home
on the Trail
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa10.htm] - Women
and Children Made the Trek
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa11.htm]
- Sheep Camp [http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa13.htm]
- Cabin Along the
Dyea Trail (and three god rushers)
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa14l.htm]
- Chilkoot Pass
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa15l.htm]
- Thirty
Mile River [http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa20.htm]
- Reaching
Dawson [http://www.washingtonhistory.org/wshm/online-exhibits/klondike/pa21.htm]
- Memories
and Stories
[http://www.washingtonhistory.org/wshm/online-exhibits/klondike/storead.htm] - Seattle
Times: Klondike Special Report
[http://seattletimes.nwsource.com/klondike/]
- Cemetery
[http://seattletimes.nwsource.com/klondike/photo97/ miners_070497_1.html]
- Nuggets
of History
[http://seattletimes.nwsource.com/klondike/story1b.html] - Map:
Chilkoot Pass
[http://seattletimes.nwsource.com/klondike/chilkootmap.html]
- Map:
Skagway to Dawson
[http://seattletimes.nwsource.com/klondike/ skagwaydawson_map.html]
- Alaska
Collections of the University of Washington
Libraries' Digital Collections
[http://content.lib.washington.edu/] - The
Klondike Goldrush
[http://content.lib.washington.edu/GoldRush/index.html]
- Frank
La Roche Photographs - 310 photographs
ca. 1888-1910 depicting scenes
of the 1898 Klondike Gold Rush, Seattle, Washington state, Alaska, western
United States, and Canada [http://content.lib.washington.edu/FLaRoche/index.html]
- William
E. Meed Photographs - 233 photographs,
ca. 1898-1907, of scenes in the Yukon
Territory, Canada, and portions of Alaska and British Columbia during
the Klondike gold rush [http://content.lib.washington.edu/Wmeed/index.html]
- Dogs packing
goods to the mines, east side of the
Klondike River Bridge, Dawson, Yukon
Territory, ca. 1898 [http://content.lib.washington.edu//meed/image/98.jpg]
- Eric A.
Hegg Photographs
[http://content.lib.washington.edu/heggweb/index.html]
- Five
prospectors panning for gold in a creek, Alaska, 1897
[http://content.lib.washington.edu/laroche/image/273.jpg]
- Klondikers
with dogsled and supplies at Canyon,
Dyea Trail, Alaska, 1897 [http://content.lib.washington.edu//hegg/image/ 37530312002_136.jpg]
- Dogsled
team at Sheep Camp, Chilkoot Trail,
Alaska, ca. 1898 [http://content.lib.washington.edu/hegg/image/ 85960312002_140.jpg]
- Ben
Atwater and his dogsled team arriving at
Bennett Lake from Circle City, Alaska
with U.S. mail, British Columbia, ca. 1898 [http://content.lib.washington.edu/hegg/image/ 500300312002_74.jpg]
- North-West
Mounted Police and woman
with dogsled team [http://content.lib.washington.edu//hegg/image/ 875180312002_721.jpg]
- Thermometer
Registering -68° Below
[http://content.lib.washington.edu/hegg/image/ 765300312002_368.JPG]
- Men
crossing ice bridge over the Skagway River
with horses, Alaska, ca. 1898
[http://content.lib.washington.edu/hegg/image/ 937440312002_390.jpg] - Miners
standing around sluice, two men
panning for gold ca. 1898 [http://content.lib.washington.edu/hegg/image/ 500500312002_560.jpg]
- Muddy
street scene, Skagway, Alaska,
October 1897 [http://content.lib.washington.edu/hegg/image/ 718530312002_97.jpg]
- Looking
South from the summit of White Pass.
copyright 1898 [http://content.lib.washington.edu/hegg/image/ 468230312002_169.jpg]
- The Klondike
Goldrush: Essay
[http://content.lib.washington.edu/GoldRush/index.html]
- National Park Service [http://www.nps.gov/]
- Dyea [http://www.nps.gov/klgo/dyea.htm]
- Palm Sunday
Avalanche Slide 1
[http://www.nps.gov/klgo/history_chilkoot_slide.htm]
- Palm Sunday
Avalanche Slide 2
[http://www.nps.gov/klgo/history_chilkoot_slide2.htm]
- Palm Sunday
Avalanche Slide 3
[http://www.nps.gov/klgo/history_chilkoot_slide3.htm]
- Palm Sunday
Avalanche Slide 4
[http://www.nps.gov/klgo/history_chilkoot_slide4.htm]
- Palm Sunday
Avalanche Slide 5
[http://www.nps.gov/klgo/history_chilkoot_slide5.htm]
- Palm
Sunday Avalanche Victims
[http://www.nps.gov/klgo/history_chilkoot_slidevictims.htm]
- Klondike Gold Rush National
Historical Park
[http://www.nps.gov/klgo/home.htm] - The
Gold Rush, Page 1
[http://www.nps.gov/klgo/history.htm] - The
Gold Rush, Page 2
[http://www.nps.gov/klgo/history2.htm] - Genealogy
Links [http://www.nps.gov/klgo/genealogy.htm]
- A
Ton of Goods [http://www.nps.gov/klgo/tonofstuff.htm]
- Valdez
Museum and Historical Archive
[http://www.alaska.net/~vldzmuse/] - Valdez
Timeline
[http://www.alaska.net/~vldzmuse/timeline.htm] - Valdez
Images
[http://www.alaska.net/~vldzmuse/images.htm] - How
to Use the Valdez Gold Rush Names Database
[http://hickory.forest.net/thevaldez/default.htm]
- Search
the Database
[http://hickory.forest.net/thevaldez/FMPro?-db= NamesDatabase&-lay=Web&-format= search.htm&-view]
- Black Gold
Miners
[http://www.yukonalaska.com/akblkhist/miners.html]
Other Information
Standards Alignment
- NCSS-1
Culture and cultural diversity. more
- NCSS-3
People, places, and environments. more
- NCSS-5
Individuals, groups, and institutions. more
- NCSS-7
Production, distribution, and consumption. more
- NCTE/IRA-1
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more
- NCTE/IRA-3
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more
- NCTE/IRA-5
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. more
- NCTE/IRA-7
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
- NCTE/IRA-8
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more
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