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Photos used by permission: Julian Pioneer Museum,

Richard Bailey collection, and Eagle mine location photos.

REFERENCE SOURCES:

Altman, Linda Jacobs, THE CALIFORNIA GOLD RUSH IN AMERICAN HISTORY

Barnes, Scott Theodore, ALICE GENEVIEVE BARNES, GOLD MINES AND APPLE PIE ( p. 125)

Beck, Charles Darrell, ON MEMORY'S BACK TRAIL

Botts, Myrtle, HISTORY OF JULIAN

Catton, Bruce, The Civil War

Ellsberg, Helen, MOVING THE JULIAN GOLD, facsimile copy, Le Land Fetzer

Ellsberg, Helen, MINES OF JULIAN

Fetzer, Le Land, A GOOD CAMP

Fetzer, Le Land, SAN DIEGO PLACE NAMES

Fowler, Susan, JULIAN TIMELINE, Julian Historical Museum

Hart, Eugene R., THE CALIFORNIA GOLD RUSH

Hogg, John Edwin, MEMORIES OF THE GOLD RUSH STAMPEDE, by Horace Fenton Wilcox, copy, Julian Library

Jasper, James A., TRAIL- BREAKERS AND HISTORY- MAKERS, Unpublished manuscript, 1934, copy, Julian Historical Museum

Julian Historical Society, Boring file

JULIAN SENTINAL NEWSPAPER, Microfilms, California Room, San Diego Public Library

LeMenager, Charles R., JULIAN CITY AND CUYAMACA COUNTRY

Pourade, Richard F., The GLORY YEARS, The Booms and Busts in the Land of the Sundown Sea

Paul, Rodman Wilson, CALIFORNIA GOLD DISCOVERY

Ramona Pioneer Museum, W. D.'s notes, Maud T. Frary, school teacher at Ballena 1883

Saffer, Barbara THE CALIFORNIA GOLD RUSH

Sheldon, Gale W., JULIAN GOLD MINING DAYS, Master's Thesis, San Diego State College, 1958 (JGMD)

Stein, R. Conrad, THE CALIFORNIA GOLD RUSH

Taylor, Dan Forrest, FEDERAL WRITER'S PROJECT, 1939, copy, Julian Library

VALLEY CENTER HISTORICAL SOCIETY, (RL) bio, Elizabeth Jane (Jennie) Wimmer, copy from museum

Watkins, CALIFORNIA ILLISTRATED HISTORY

WEBSTER'S DICTIONARY, definitions

WITCH CREEK SCHOOL RECORDS, San Diego Historical Society Archives

INDIVIDUAL SOURCES:

Barnes, Woody, DOB Myrta Hoover, phone interview

Beck, Jaquline, pioneer genealogy information, personal files

Sawday, Charles, personal interview, subject, Witch Creek School House, 2005

Bailey, Richard, grandson of Dru Bailey, phone interviews, personal collection of D.D. Bailey's school essay's

Jim Herrick, Eagle mine tour, and interview Julian, CA

Web sites:

www.books-about-california.com

www.discovergold.org/aboutsac

www.nps.gov/ncro/ani/emancipation.html

www.spartacus.schoolnet.co.uk/usaslavery.htm

www.spartacus.schoolnet.co.uk/usaseducation.htm

http://civilwar.bluegrass.net/secessioncrisis/natturner.html

http://www.cato.org/research/articles/meyer

Teacher’s notes:

The Gold Hill lesson plan focuses on these California Standards for 4th graders.

4.3.3

4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

3.Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment

4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

1) Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.

4.4.2

2) Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

4.4.3

3) Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

4.4.4

4) Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).