Gold Educator Guide - The Field Museum
Gold Educator Guide - The Field Museum
Gold Educator Guide - The Field Museum
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<strong>Educator</strong> <strong>Guide</strong><br />
Presented by <strong>The</strong> <strong>Field</strong> <strong>Museum</strong> Education Department<br />
fieldmuseum.org/gold<br />
INSIDE:<br />
Exhibition Introduction & Correlations to ILS<br />
Tips for Planning Your Visit • Gallery Overviews & Guiding Questions<br />
Focused <strong>Field</strong> Trip Activities • Related Exhibitions & Resources
Walking Map<br />
Entrance<br />
<strong>Gold</strong> is located on the Main Level<br />
1.01<br />
1.03<br />
1.02<br />
1.05<br />
1.04<br />
2.02<br />
2.03 2.03<br />
2.01<br />
2.05<br />
3.02<br />
3.03<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 1<br />
3.05<br />
Andean<br />
Aurum Naturae Incomparable <strong>Gold</strong><br />
P2.02<br />
3.06<br />
Mexico<br />
3.04 3.04<br />
<strong>Gold</strong>en Ages 3.08 Lost and Found<br />
3.01<br />
!"#$%&<br />
P2.01<br />
2.08<br />
3.07a<br />
3.08 a<br />
3.07 3.07<br />
4.04<br />
4.02<br />
6.03<br />
!<br />
6.02<br />
4.01<br />
4.03<br />
4.05<br />
<strong>Gold</strong>en Achievement<br />
6.01<br />
Exit Store<br />
5.06<br />
5.01<br />
5.02 5.03<br />
<strong>Gold</strong> Standard
Exhibition Introduction<br />
<strong>Gold</strong><br />
October 22, 2010– March 6, 2011<br />
<strong>Gold</strong> tells the fascinating story of the world’s most desired metal, exploring its natural beauty,<br />
scientific value, and its power to shape history. A vast array of extraordinary objects including natural<br />
gold specimens of crystallized gold, enormous nuggets, gold bullion, coins from shipwrecks, gold bars,<br />
exquisite jewelry, and contemporary objects such as Olympic medals and an Oscar statue illustrate<br />
the manifold ways in which gold has captivated the imagination of generations past and present.<br />
<strong>Gold</strong> delves into humankind’s enduring fascination with this elusive metal, looking at how people<br />
have searched for it, stolen for it, fought for it, and used it to create scientific breakthroughs.<br />
Main <strong>The</strong>mes<br />
<strong>The</strong> following themes are threaded throughout the <strong>Gold</strong> exhibition and may be useful in framing<br />
how the exhibition connects with your curriculum:<br />
1.<br />
Although it is extremely rare, gold is found on all continents and is prized<br />
above all other metals for its combination of unusual properties.<br />
2. Through the centuries, gold became a symbol of wealth, luck, power<br />
and magic across cultures.<br />
3.<br />
For thousands of years, gold has played an important part in human society<br />
as a medium of exchange—as money.<br />
Illinois Learning Standards<br />
<strong>The</strong> <strong>Gold</strong> exhibition may be used to meet Illinois Learning Standards (ILS) in Language Arts,<br />
Math, Science, Social Science and Fine Arts. However, it is most closely aligned with the following<br />
ILS Science and Social Science Goals:<br />
12.C. Know and apply concepts that describe properties of matter and energy<br />
and the interactions between them.<br />
13.B. Know and apply concepts that describe the interaction between science,<br />
technology and society.<br />
15.E. Understand the impact of government policies and decisions on production<br />
and consumption in the economy.<br />
16.C. Understand the development of economic systems.<br />
18.A. Compare characteristics of culture as reflected in language, literature, the arts,<br />
traditions and institutions.<br />
Before you visit <strong>Gold</strong>, review the following information and planning tips to best prepare yourself,<br />
students and chaperones for a successful learning experience.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 2
Planning Your Visit<br />
Registration<br />
• Pre-registration is required for all <strong>Field</strong> <strong>Museum</strong> field trips.<br />
Register online at fieldmuseum.org/fieldtrips or call 312.665.7500 for more information.<br />
• <strong>Gold</strong> is a temporary exhibition. Students from pre-registered Chicago schools or Chicago-based<br />
summer camps are eligible for free admission. Fees apply to students from non-Chicago schools<br />
or summer camps. Download our complete school group pricing structure at:<br />
fieldmuseum.org/education/plan.htm.<br />
• For more information on registration, lunchrooms and student programs,<br />
visit fieldmuseum.org/education.<br />
Planning for Learning<br />
• Explore the exhibition first-hand before visiting with students. Illinois educators presenting<br />
a valid educator ID receive free basic admission to the <strong>Museum</strong> every day; admission to temporary<br />
exhibitions is not included. Look to <strong>Museum</strong> docents (wearing green shirts) for answers to your<br />
questions about our collections and exhibitions.<br />
•We<br />
suggest planning your field trip around the use of one to two galleries or one theme in<br />
multiple galleries to focus your students’ learning experience. Focused <strong>Field</strong> Trip suggestions<br />
are provided in this guide. When conducting field trip activities, please be conscious of traffic<br />
flow within the exhibition.<br />
• <strong>Museum</strong> docents (wearing green shirts) may be stationed in <strong>Gold</strong> to share expert insight with<br />
your students; if docents are present, encourage students to connect with them.<br />
•Visit the exhibition website to read more about <strong>Gold</strong>, access an online photo gallery and view<br />
additional resources: fieldmuseum.org/gold.<br />
How to Use this <strong>Guide</strong><br />
• For every gallery in the exhibition we provide a Gallery Overview. Each Gallery Overview begins<br />
with a description or statement indicating the focus of the gallery. We then outline the main stories<br />
told within the gallery.<br />
•We also provide Guiding Questions that can be answered through exploration in each gallery.<br />
Guiding questions are a great way to focus your students’ learning. <strong>The</strong> answers provided are brief<br />
and may be expanded by exploring the exhibition website: fieldmuseum.org/gold.<br />
•This guide also presents Focused <strong>Field</strong> Trip activities. A focused field trip includes a pre-visit<br />
activity, an activity to do within the exhibition, and a post-visit activity. Use the activities as they<br />
are, or modify them to suit your instructional needs.<br />
• Additional resources and key terms are provided at the end of the guide.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 3
Gallery Overviews<br />
Aurum Naturea<br />
Its Latin name, aurum, means “glowing dawn.”<br />
Elemental, Pure, and Rare<br />
<strong>Gold</strong> is rare; gold crystals are even more rare. <strong>The</strong> specimens of gold crystals in this section<br />
are presented, with the exception of some cleaning and preparation, just as they were found.<br />
<strong>Gold</strong> is one of the few minerals that occurs in a nearly pure, or native, state.<br />
Putting Down a Deposit<br />
In nature, gold deposits occur as veins or as placers. Most crystalline gold comes from hydrothermal<br />
fluid, extremely hot water rising from deep in Earth. As the fluid moves through<br />
openings in Earth’s rocky crust, tiny amounts of gold dissolve into it. <strong>The</strong>n, as the fluid flows<br />
through cooler rocks near the surface, the gold precipitates, or is drawn out of the fluid, and<br />
settles in cracks to form veins or lodes. Over millions of years, gold flakes and grains worn away<br />
from veins are swept into bodies of water. <strong>The</strong> heavy gold settles in bodies of water, forming<br />
placer deposits.<br />
Invisible <strong>Gold</strong><br />
Microscopic particles of gold can also be extracted from rocks. After gold-bearing rocks are<br />
pulverized, the gold is recovered using chemical processes. Nearly 40 percent of all gold ever<br />
mined was recovered from South African rocks.<br />
Infinite Variety<br />
<strong>Gold</strong> nuggets are solid lumps of gold. Nuggets are often named for their appearance.<br />
Guiding Questions<br />
1.<br />
Where is gold found in nature?<br />
In the cracks of rocks, gold is found as veins or lodes.<br />
Over millions of years, gold flakes and grains worn<br />
away from veins are swept into bodies of water. <strong>Gold</strong><br />
settles in these stream-, lake- and riverbeds, and on the<br />
sea floor, forming placer deposits. Microscopic particles<br />
of gold can also be found in rock samples. Nuggets are<br />
rare, making up less than 2 percent of all native gold<br />
ever mined.<br />
2. What characteristic suggests that a gold nugget<br />
was found in a vein or placer deposit?<br />
How do gold crystals differ?<br />
Rounded surfaces of gold nuggets show that they were<br />
worn smooth in streams or rivers and collected from<br />
placer deposits. <strong>Gold</strong> crystals appear in more complex<br />
arrangements such as wire, leaf or branched forms.<br />
Colorado <strong>Gold</strong> Specimen<br />
This delicate, crystallized gold specimen was found in<br />
Leadville, Colorado and formed from superheated gold-bearing<br />
water. Crystallized gold specimens like this are extremely rare<br />
in nature.<br />
©Denis Finnin/AMNH<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 4
Gallery Overviews<br />
Incomparable <strong>Gold</strong><br />
<strong>Gold</strong>, by any standard, is unusual.<br />
<strong>Gold</strong> Properties<br />
<strong>Gold</strong>’s beauty, value and its many other unique qualities make it the material of choice in many<br />
industries. <strong>Gold</strong> is dense, ductile, malleable, highly reflective of heat and light and conducts heat<br />
and electricity. Karats are a measurement of gold’s purity; a karat is 1/24 part, by weight, of the<br />
total amount. Pure gold is described as 24 karats.<br />
Frog Ornament<br />
Metalworking techniques spread to Mesoamerica—the<br />
region that today includes central<br />
Mexico through Costa Rica—around 800 C.E.<br />
<strong>The</strong> Mixtec people became the greatest gold<br />
workers in the region. Part of the American<br />
<strong>Museum</strong> of Natural History’s prestigious<br />
collection, this Mixtec gold ornament is in<br />
the form of a frog (c. 1200¬–1521).<br />
©C. Chesek/AMNH<br />
Guiding Questions<br />
1.<br />
What are some unique properties of gold?<br />
Treasure of Five Continents<br />
<strong>Gold</strong> has been mined from most countries on Earth. Although<br />
the mineral occurs in many different types of rock and ore<br />
deposits, almost all gold mined on Earth is native gold, gold<br />
in a pure or nearly pure state. Most crystallized gold samples are<br />
recovered from quartz- and calcite-rich veins and lodes.<br />
Earth’s Surprise Package<br />
More than 90 percent of all gold ever used has been mined<br />
since 1848, when gold was discovered at Sutter’s Mill, California,<br />
but the lure of gold has been felt since the beginning of human<br />
civilization. Visible gold deposits are increasingly rare, so new<br />
exploration techniques must rely on the physical and chemical<br />
characteristics of gold deposits.<br />
<strong>Gold</strong> Mining and the Environment<br />
Today, the global demand for gold is higher than ever. Mining<br />
remains the primary means of satisfying this demand—but<br />
there are environmental costs to all mining—and gold mining<br />
in particular.<br />
<strong>Gold</strong> is highly reflective of heat and light. <strong>Gold</strong> is ductile: it can be drawn out into the thinnest wire.<br />
<strong>Gold</strong> conducts electricity and heat. <strong>Gold</strong> is prized for its beauty. <strong>Gold</strong> is malleable.<br />
2. How do humans use gold?<br />
<strong>The</strong> visors of astronauts’ space helmets receive a coating of gold to reduce glare and heat from sunlight.<br />
Most gold—78 percent of the yearly gold supply—is made into jewelry. <strong>Gold</strong> is used as a contact metal<br />
in the electronics industry as it is a good conductor of electricity and heat. <strong>Gold</strong> can be flattened into<br />
extremely thin sheets and used to cover a surface, an ancient technique called gold leafing or gilding.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 5
Gallery Overviews<br />
<strong>Gold</strong>en Ages<br />
<strong>Gold</strong> was one of the first metals to be worked by humans. Gleaming nuggets of gold were easy to find<br />
and collect from stream banks, and were easily shaped with simple tools. Through the centuries,<br />
gold became a symbol of wealth, luck, power and magic. <strong>The</strong> importance of gold in the civilizations<br />
of every era makes all ages “golden.”<br />
<strong>The</strong>y Took It With <strong>The</strong>m: Ancient Times<br />
In much of the ancient world, owning gold was the exclusive right<br />
of nobility. <strong>The</strong> Egyptians filled the tombs of their pharaohs with gold<br />
to support them in the afterlife.<br />
Crossroads of <strong>Gold</strong>: <strong>The</strong> Ancient Middle East<br />
Since the Sumerians of Mesopotamia first worked gold for sacred and<br />
decorative objects 5,000 years ago, the ancient Middle East has been<br />
a center of gold work as well as the crossroads for trade to Asia, Africa,<br />
and Europe.<br />
<strong>The</strong> Sun on Earth: African <strong>Gold</strong><br />
<strong>The</strong> Akan people formed the powerful Asante state in the late 1600s,<br />
in what is today the nation of Ghana. By the mid–1700s, the Asante<br />
state had gained control over trade in gold, textiles and slaves.<br />
<strong>The</strong> <strong>Gold</strong> of Enlightenment: Asia-China, Japan<br />
and the Himalayan Kingdoms<br />
Inka Figure<br />
A hollow gold Inka figurine<br />
from Peru was probably<br />
used as an offering and was<br />
originally wrapped in cloth.<br />
©Denis Finnin/AMNH<br />
Among many cultures in Asia, owning gold was the privilege of the highest classes. <strong>Gold</strong> was<br />
the secret treasure of wealthy merchants or was used in temples.<br />
A Woman’s Worth or a Sign of Royal Birth: South and Southeast Asia<br />
<strong>The</strong> peoples of South and Southeast Asia have mined gold for thousands of years and used<br />
it with skill since ancient times. Today, India is the world’s largest consumer of gold.<br />
<strong>Gold</strong> of South America: Sweat of the Sun<br />
<strong>Gold</strong> in the Americas was a prized material for objects of adornment. It was also valued<br />
for its religious symbolism. For the Inca and other peoples of the Andean region of South America,<br />
gold was the “sweat of the sun,” the most sacred of all deities. But it was gold’s value as money that<br />
drove European exploration and colonization of the New World.<br />
<strong>Gold</strong> of North and Central America: Sacred Brilliance<br />
<strong>Gold</strong> was valued by the Indigenous peoples of Central and South America, but not as money.<br />
<strong>The</strong>se peoples equated the metal with sacred brilliance and power.<br />
<strong>The</strong> Gilded Age of <strong>Gold</strong>: Europe and America 19th and 20th Century<br />
Whether furnishing the home or accessorizing the person, gold objects signaled the owner’s<br />
high social status as well as his high income.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 6
Gallery Overviews<br />
Guiding Questions<br />
1.<br />
2.<br />
In what ways did ancient civilizations connect gold<br />
to the sun and deities (gods)?<br />
In Akan thought (Sub-Saharan West Africa), gold is considered<br />
an earthly counterpart to the sun and the physical manifestation<br />
of life’s vital force, or kra. For the Inca and other peoples of the<br />
Andean region of South America, gold was the “sweat of the sun,”<br />
the most sacred of all deities. In the Aztec language, the name<br />
for gold is teocuitlatl, which means “excrement of the gods.”<br />
How was gold used as a symbol of status in<br />
different cultures?<br />
<strong>The</strong> Egyptians filled the tombs of their pharaohs with gold to support<br />
them in the afterlife. In Peru, ornaments such as gold plumes were<br />
attached to headdresses or crowns worn by priests<br />
or political leaders. Royal Inca women fastened their garments<br />
with large gold pins known as tupus. A Mixtec noble wore a gold<br />
labret—a lip ornament that fit into a slit cut into the lower lip—<br />
and ear spools, worn in openings made in the ear lobes. In the<br />
19 th and 20 th centuries, furnishing the home and accessorizing<br />
the person with gold objects signaled the owner’s high social status<br />
as well as his high income in American and European cultures.<br />
Keris Handle<br />
This keris (pronounced “crease”)<br />
handle found in Bali, Indonesia (c. late<br />
1800s to early 1900s), is an example of<br />
the traditional dagger of Southeast Asia.<br />
<strong>The</strong> keris originated in Java as far back<br />
as 1400 b.c.e.<br />
©C. Chesek/AMNH, AMNH Division<br />
of Anthropology<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 7
Gallery Overviews<br />
Lost and Found<br />
For Spanish explorers and American adventurers, finding gold was only the beginning. <strong>The</strong>y also<br />
had to bring it by sea to their home countries and financial centers. Hurricanes, far more than pirates<br />
or other accidents, doomed many gold-laden ships.<br />
Paths of <strong>Gold</strong><br />
<strong>The</strong> Panama Route connected steamships in the Pacific and Atlantic oceans. <strong>The</strong>se “Panama<br />
Steamers” carried almost all of the gold exported from California to eastern cities.<br />
<strong>Gold</strong> Box<br />
Because gold doesn’t tarnish, this gold box<br />
recovered from the 1715 Wreck of the Plate<br />
Fleet’s San Roman off the coast of Florida<br />
looks much the same as it did before it was<br />
lost to the sea hundreds of years ago.<br />
©C. Chesek/AMNH, Courtesy of the Florida<br />
Division of Historical Resources, Bureau of<br />
Archaeological Research<br />
Guiding Questions<br />
Worth and Weight<br />
During the early years of the gold rush, private companies began<br />
to make their own gold coins to answer the need for currency.<br />
Federal coins slowly replaced privately minted ones. <strong>The</strong> first step<br />
in turning gold into money was to weigh and assay it. <strong>The</strong> assayer<br />
melted the gold in a furnace and poured it into an iron mold to<br />
form a bar called an ingot.<br />
Spanish Wrecks Reveal <strong>The</strong>ir Secrets<br />
In 1622, the Tierra Firma fleet left Havana bound for Spain. Eight<br />
of the vessels, sank in a hurricane, along with a fortune in gold,<br />
silver, emeralds and pearls. After a 16-year search, Mel Fisher and<br />
his treasure hunters discovered them in the 1980s.<br />
1. What is an assayer? What is an ingot? Describe the process that was used to turn gold<br />
into money.<br />
To turn gold into money an assayer, a chemist trained to test the purity of gold, melted the gold<br />
and formed a bar called an ingot. Next, the assayer cut small chips from opposite corners of ingot.<br />
<strong>The</strong> assayer performed chemical analysis of one chip to determine its purity. <strong>The</strong> other chip was<br />
the assayer’s commission. <strong>The</strong> ingot was stamped with the assayer’s information. Ingots could be<br />
used as currency in large transactions, such as banking or commercial shipments to New York.<br />
2. What gold items have been recovered from sunken ships of the 1600s, 1700s, and 1800s?<br />
Answers may include items recovered from the 1622 wreck of the Santa Margarita that sank in the<br />
Caribbean while in route to Spain, the 1715 wreck of the Plate Fleet that sank off the Florida coast<br />
while in route to Spain, and the 1857 wreck of the S.S. Central America that sank off the South<br />
Carolina coast while in route to New York.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 8
Gallery Overviews<br />
<strong>Gold</strong> Standard<br />
For thousands of years, gold has played an important part in human society as a medium<br />
of exchange; that is, as money.<br />
World’s Earliest Coins<br />
Early Chinese money developed from cowrie<br />
shells. True coins, made of electrum—a mineral<br />
combining gold and at least 20 percent silver<br />
—were first minted in the ancient Near Eastern<br />
kingdoms of Lydia and Ionia. As empires developed,<br />
large coins used in long-distance trade bore simple<br />
designs so that merchants all over the empire would<br />
recognize them. During the 1500s, gold currencies<br />
came into wide use in Europe.<br />
New World Coins<br />
<strong>Gold</strong> coins in the New World were first minted in either Cartagena or Bogota, Colombia in<br />
1622. <strong>The</strong> United States Mint began operating in 1792. Between 1776 and 1778, both the states<br />
and the federal government produced coins. After 1788, only the federal government had the<br />
right to issue coins. In 1933, President Franklin D. Roosevelt took the United States off the gold<br />
standard, but people still recognize the intrinsic value of gold.<br />
Top Drawer Storage<br />
<strong>The</strong> Federal Reserve Bank of New York holds the world’s largest accumulation of monetary<br />
gold. Only a small portion belongs to the U.S. government: the bank serves as guardian for<br />
the gold reserves of approximately 60 foreign governments, central banks and international<br />
organizations. <strong>The</strong> vault is 25 meters (80 feet) beneath the street and holds $147 billion<br />
worth of gold bullion.<br />
Guiding Questions<br />
1.<br />
Observe the coins on display in the gallery. What are their similarities and differences?<br />
Answers will include a variety of observations related to the various sizes and shapes of the coins.<br />
Students may notice that there are pictures of rulers on many coins. Coin material varies. Early coins<br />
were gilded with bronze. Later coins were made of electrum, a mineral combination of gold and silver.<br />
<strong>The</strong>n people learned to separate gold and silver to make gold coins.<br />
2. What is considered the most valuable coin in history? Why?<br />
Byzantine Coin (Front and Back)<br />
Byzantine gold Histamenon Nomis coin<br />
(1028-1034 c.e.) with a depiction of emperor<br />
Romanus III being crowned by the Virgin<br />
Mary and on the reverse, Christ enthroned.<br />
©Craig Chesek/AMNH<br />
In 1933, after President Franklin D. Roosevelt took the United States off the gold standard, 455,500<br />
uncirculated double eagles ($20 gold coins) were melted into bars. Two coins were donated to the<br />
Smithsonian Institution before the rest were destroyed, but some coins were believed stolen from the<br />
mint. <strong>The</strong> Treasury Department located and destroyed nine coins; a tenth was recovered in 1996<br />
and auctioned in 2001 for more than $7 million, making it the most valuable coin in history.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 9
Gallery Overviews<br />
<strong>Gold</strong>en Achievement<br />
From ancient times to the present day, gold has represented success. Kings, conquerors and captains<br />
of industry claimed it as a prize and bestowed it as a precious gift. Today gold is our symbolic reward<br />
for cultural achievements. In film and theater, in the music industry, in sports and athletics or for<br />
outstanding bravery, gold signals the ultimate reward. To claim the gold is to be, simply, the best.<br />
And the Winner Is …<br />
<strong>The</strong> music recording industry recognizes excellence through <strong>Gold</strong>® records and GRAMMYs.<br />
<strong>The</strong> first <strong>Gold</strong>® record was awarded to Perry Como in 1958 for his single, “Catch a Falling Star.”<br />
<strong>The</strong> first <strong>Gold</strong>® album followed shortly and was awarded to the cast of the musical Oklahoma.<br />
<strong>The</strong> Thrill of Victory<br />
Whether racing to the finish line or hurtling through space, extraordinary achievements<br />
are recognized with extraordinary trophies.<br />
Your Weight in <strong>Gold</strong><br />
<strong>The</strong> idiom “worth its weight in gold” denotes something of immense value. Many commodities<br />
throughout history have been worth their equivalent weight in gold—salt, aluminum even<br />
black pepper.<br />
Guiding Questions<br />
1. What are some examples of how gold is used<br />
today to recognize achievement?<br />
A gold medal is awarded for first place in the Olympics.<br />
<strong>The</strong> music recording industry recognizes excellence<br />
through <strong>Gold</strong>® records and GRAMMYs. <strong>The</strong> winner<br />
of the Kentucky Derby receives a gold trophy. Three<br />
individual 18-karat gold models of the American lunar<br />
module were made in 1969 on behalf of the French<br />
newspaper Le Figaro and presented to the three Apollo<br />
11 astronauts during their post flight tour in Paris.<br />
<strong>The</strong> Chicago White Sox were awarded a gold trophy<br />
when they won the World Series in 2005.<br />
2. Why are many cultural achievements recognized<br />
with gold items?<br />
<strong>Gold</strong> is a rare and therefore precious gift. It signals<br />
the ultimate reward. To claim the gold is to be,<br />
simply, the best.<br />
Cartier Replica of a Lunar Module<br />
Three individual 18-karat-gold models of the American<br />
lunar module were made in 1969 by the jeweler Cartier<br />
of Paris on behalf of the French newspaper Le Figaro and<br />
presented to the three Apollo 11 astronauts during their<br />
postflight tour in Paris. This model was presented to<br />
astronaut Michael Collins.<br />
©Nick Welsh/Cartier Collection 2006<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 10
Focused <strong>Field</strong> Trip<br />
<strong>Gold</strong>: What do you want to know?<br />
Corresponds with the <strong>Gold</strong> exhibition (specific galleries will depend on student questions)<br />
Illinois Learning Standards<br />
5.A.1a Identify questions and gather information. (Early Elementary)<br />
5.A.2a Formulate questions and construct a basic research plan. (Late Elementary)<br />
5.C.2b Prepare and deliver oral presentations based on inquiry or research. (Late Elementary)<br />
Pre-Visit Activity<br />
To prepare students for a visit to <strong>The</strong> <strong>Field</strong> <strong>Museum</strong>’s <strong>Gold</strong> exhibition, write the word GOLD on a<br />
chalkboard or a piece of butcher paper. Ask students to share what they know about gold; record<br />
responses. Read the book <strong>Gold</strong> (A True Book) by Salvatore Tocci. Ask students to share what they<br />
learned about gold from the read-aloud; add their responses to the chalkboard or butcher paper.<br />
Have students create a two-column chart titled “<strong>Gold</strong>”; label the left column “Wonderings” and the<br />
right column “Learnings.” Have students write at least two questions they have about gold in the<br />
“Wonderings” column. Explain that students will find answers to the questions in the <strong>Gold</strong> exhibition<br />
at <strong>The</strong> <strong>Field</strong> <strong>Museum</strong>. Discuss some ways students will be able to find answers at the <strong>Museum</strong>. (Look<br />
at pictures, diagrams and maps, read the text, carefully observe objects, ask <strong>Museum</strong> docents or school<br />
chaperones for guidance). Be sure to have students bring their charts to the <strong>Museum</strong>.<br />
<strong>Field</strong> Trip Activity<br />
Before you enter the <strong>Gold</strong> exhibition, have students review the questions they wrote on their<br />
“Wonderings and Learnings” chart. Have students explore the exhibition, working to answer their<br />
“Wonderings.” As students find answers or make observations, have them add the information to<br />
the “Learnings” column. Support students as they explore the exhibition and record their findings.<br />
Have students to work in groups to promote discussion.<br />
Post-Visit Activity<br />
Encourage students to publish what they learned about gold in the form of a report, poster, exhibition<br />
review, or brochure. Give students the opportunity to share their final presentations with classmates<br />
or another audience.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 11
Focused <strong>Field</strong> Trip<br />
<strong>Gold</strong>: Who, What, When, Where, How<br />
Corresponds with the <strong>Gold</strong>en Ages gallery<br />
Illinois Learning Standards<br />
18.A.3 Explain how language, literature, the arts, architecture and traditions contribute<br />
to the development and transmission of culture. (Middle/Junior High School)<br />
18.A.4 Analyze the influence of cultural factors including customs, traditions, language,<br />
media, art, and architecture in developing pluralistic societies. (Early High School)<br />
18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data,<br />
make and support conclusions with evidence, report findings) to study the development<br />
and functions of social systems and report conclusions to a larger audience.<br />
(Late High School)<br />
Pre-Visit Activity<br />
Before visiting the <strong>Gold</strong> exhibition, encourage students to think about how gold is a part of our culture.<br />
How is it used? Where does it come from? Who does it affect? What is it’s significance? Have students<br />
brainstorm ideas in peer groups. Discuss the ideas. Next, ask students to share some ways gold is a part<br />
of other cultures; list and/or share examples.<br />
Explain that students will be exploring gold’s significance to various cultures at <strong>The</strong> <strong>Field</strong> <strong>Museum</strong>.<br />
Have students create a chart for recording information at the <strong>Museum</strong>. Charts should have six columns:<br />
1. Who (culture or people)<br />
2. Where (continent, country, etc.)<br />
3. When (time period)<br />
4. How (how was/is gold significant to this culture or people)<br />
5. What (Draw an example or describe a gold object of significance from this culture)<br />
6. Other. Include at least two rows with ample space for writing and recording information.<br />
<strong>Field</strong> Trip Activity<br />
Before entering the <strong>Gold</strong>en Ages gallery, instruct students to first walk through the gallery to make<br />
initial observations, then choose two cultures to focus on. You may want to organize students into<br />
small groups to encourage discussion. Students may study more than two cultures if there is extra<br />
time or interest. Please be conscious of traffic flow; consider rotating students through this gallery to<br />
prevent over-crowding. After visiting <strong>Gold</strong>, have students gather additional information from related<br />
permanent exhibitions (Africa, <strong>The</strong> Ancient Americas, China and Tibet Halls, Grainger Hall of Gems, etc).<br />
Post-Visit Activity<br />
Back in the classroom, ask students to share their findings. In small groups or as a class, identify<br />
similarities and differences in the way gold is used across cultures. After creating a list of similarities,<br />
encourage students to think about why: Why do these similar relationships with gold occur across<br />
cultures? Why is gold valued across time and place? What are examples of other natural resources that<br />
carry world-wide value? If time permits, have students research gold’s significance to various cultures<br />
or a different natural resource of value.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 12
Focused <strong>Field</strong> Trip<br />
Harris Educational Loan Center<br />
Give students an up-close look at teaching specimens and real artifacts from <strong>The</strong> <strong>Field</strong> <strong>Museum</strong>’s<br />
collections. <strong>The</strong> Harris Educational Loan Program lends hands-on kits, known as Experience Boxes,<br />
which provide an in-depth look at different cultures, rocks, fossils and much more. You can also<br />
borrow Exhibit Cases, which feature plant and animal specimens in their natural setting.<br />
Learn more about this library of resources by visiting Harris Loan online at:<br />
fieldmuseum.org/harrisloan or call 312.665.7555.<br />
Materials related to the <strong>Gold</strong> exhibition:<br />
<strong>Gold</strong> Mine Model (exhibit case)<br />
Examine these tiny replications of a typical western gold mine and you’ll discover<br />
the complicated processes and machinery used to harvest this valuable metal.<br />
Aztec and Maya Marketplaces (experience box)<br />
Markets were important institutions for the economy of the Aztecs and Maya people.<br />
Examine and learn more about the type of materials that were available in the early<br />
Mesoamerican marketplaces.<br />
Rocks and Minerals (experience box)<br />
Match minerals with the rocks they form, and compare specimens from three major groups<br />
of rocks--igneous, sedimentary, and metamorphic. Products made from minerals are included.<br />
Mummies, Tombs & Treasures by Lila Perl (book)<br />
Facts about the rituals of mummification and the secrets of Ancient Egyptian burials.<br />
Related Exhibitions<br />
Continue your exploration of the concepts in <strong>Gold</strong> by visiting a related exhibition during an extended<br />
field trip or subsequent visit.<br />
<strong>The</strong> Ancient Americas fieldmuseum.org/ancientamericas/(Main Level)<br />
<strong>The</strong> Ancient Americas, takes you on a journey through 13,000 years of human ingenuity<br />
and achievement in the western hemisphere, where hundreds of diverse societies thrived<br />
long before the arrival of Europeans.<br />
Inside Ancient Egypt (Main and Lower Levels)<br />
Unlock the secrets of tombs, mummies, marshes and more.<br />
Grainger Hall of Gems fieldmuseum.org/gems/ (Upper Level)<br />
Dazzle your eyes with all that glitters and then some! Marvel at gleaming gems,<br />
sparkling diamonds--even a Tiffany stained-glass window.<br />
Earth Science Hall (Upper Level)<br />
Uncover the basics about rocks, minerals, and other earthly structures-even ones<br />
that dropped in from outer space!<br />
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<strong>Field</strong> <strong>Museum</strong> Connections<br />
On-line Resources<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong>’s <strong>Gold</strong> website: fieldmuseum.org/gold<br />
American <strong>Museum</strong> of Natural History <strong>Gold</strong> website: amnh.org/exhibitions/gold/<br />
PBS KIDS GO! Way back: <strong>Gold</strong> Rush:<br />
google.com/search?client=safari&rls=en&q=pbs:+gold&ie=UTF-8&oe=UTF-8<br />
PBS <strong>The</strong> American Experience: <strong>The</strong> <strong>Gold</strong> Rush:pbs.org/wgbh/amex/goldrush/<br />
Scholastic Social Studies WebQuest: <strong>The</strong> <strong>Gold</strong> Rush:<br />
teacher.scholastic.com/webquest/ushist/usgold.htm<br />
Books for <strong>Educator</strong>s<br />
ExtraLapis English No. 5 (2003). <strong>Gold</strong>: <strong>The</strong> Noble Mineral. Lapis International.<br />
Bernstein, Peter L. (2004). <strong>The</strong> Power of <strong>Gold</strong>: <strong>The</strong> History of an Obsession.<br />
John Wiley & Sons.<br />
Holliday, J. S. (1983). <strong>The</strong> World Rushed in: <strong>The</strong> California <strong>Gold</strong> Rush Experience. Touchstone.<br />
Pellant, Chris (2002). DK Smithsonian Handbooks: Rocks and Minerals. Dorling Kindersley, Inc.<br />
Books for Students<br />
Kasinger, Ruth (2003). <strong>Gold</strong>: From Greek Myth to Computer Chips. 21st Century, 2003.<br />
Tocci, Salvatore (2005). <strong>Gold</strong> (A True Book). Children’s Press/Scholastic.<br />
Squire, Ann O. (2005). Rocks and Minerals (A True Book). Children’s Press/Scholastic.<br />
Holden, Alan and Phyllis Morrison (1982). Crystals and Crystal Growing. MIT Press.<br />
Lourie, Peter (1999). Lost Treasure of the Inca. Boyds Mills Press.<br />
<strong>The</strong> <strong>Field</strong> <strong>Museum</strong> • <strong>Gold</strong> <strong>Educator</strong> <strong>Guide</strong> • fieldmuseum.org/gold Page 14
<strong>Field</strong> <strong>Museum</strong> Connections<br />
<strong>The</strong> following terms are found within the <strong>Gold</strong> exhibition.<br />
Assayer: a chemist who was trained to test the purity of gold<br />
Aurum: gold’s Latin name, means “glowing dawn”<br />
Bullion coins: coins the United States guarantees for their weight, content<br />
and purity; many people buy these coins to protect their wealth<br />
against unexpected currency devaluations<br />
Crystal: a solid formed by a repeating, three-dimensional pattern of atoms,<br />
ions, or molecules<br />
Double eagle: a $20 gold coin created by the Unites States Mint in 1850 to fill<br />
the need for a higher-value coin<br />
Ductile: easily drawn into a wire<br />
Element: a substance composed of a single type of atom<br />
Gilding or gold leafing: an ancient technique in which raw gold is beaten between two<br />
pieces of leather until it is almost to thin to be seen and then used<br />
to cover objects<br />
<strong>Gold</strong>: a material that can be defined as a mineral, an element or a metal<br />
<strong>Gold</strong> nugget: a solid lump of gold<br />
<strong>Gold</strong> standard: a monetary standard under which the basic unit of currency is<br />
equal in value to and exchangeable for a specified amount of gold<br />
Ingot: a gold bar that could be used as currency in large transactions<br />
Karat: a measure of gold’s purity; pure gold is described as 24 karats<br />
Luster: a physical property that describes the overall sheen<br />
of a material’s surface<br />
Malleable: capable of being shaped or formed by pressure or a hammer<br />
Metal: an element that is a good conductor or heat and electricity<br />
Mineral: a natural solid with a crystal structure<br />
Placer deposits: a collection of gold placers in stream-, lake-, and riverbeds<br />
and on the sea floor<br />
Placer gold: gold flakes and grains that have worn away from veins<br />
Sluice box: a sloping wooden trough with small boards called riffles across<br />
the bottom; placer miners use sluice boxes to harness gravity and<br />
extract gold from stream gravels<br />
Vein or lode: deposits of gold that occur in fractured rock<br />
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