Content Standards Show
NCSS.D2.His.1.3-5. Create and use a chronological sequence of related events to compare developments that happened at the same time. NCSS.D2.His.2.3-5. Compare life in specific historical time periods to life today. NCSS.D2.His.3.3-5. Generate questions about individuals and groups who have shaped significant historical changes and continuities. NCSS.D2.His.4.3-5. Explain why individuals and groups during the same historical period differed in their perspectives. NCSS.D2. His.5.3-5. Explain connections among historical contexts and people’s perspectives at the time. Preparation
Lesson Activities Activity 1. There's a Train a-Comin'To heighten student anticipation for learning about the railroads, share railroad-related poems and songs, or read a book aloud to the class. Carol Hurst's Children's Literature Page offers many terrific suggestions on its Trains Page, including "Death of the Iron Horse," by Paul Goble, which tells of the arrival of the rails from the point of view of the Native Americans. Activity 2. When Is That Train a-Comin'? Where Is It Going?Share with the class an image of an 1881 Through Train Schedule. Give students the chance to review the schedule and make observations. Which cities were connected by the railroad? What information can be ascertained from the schedule? Which cities are served? Give the students a map of the U.S. on which they can indicate the cities being served and the connections between them. A printable map of the 50 states is available through the EDSITEment resource National Geographic Xpeditions. To emphasize the entry of new states into the Union after the growth of the railroads, students could use instead—or additionally, for comparison purposes—a map of the United States in 1880, available through a link from the EDSITEment-reviewed New Perspectives on The West. If desired, compare the 1880 map to a map from 1900 to demonstrate how many states were admitted to the Union in the interim. If desired, have students compare contemporary train routes with those of 1880:
Activity 3. Because of the Train a-Comin'?The completion of the Transcontinental Railroad led to an era of change for the U.S. Read and discuss with the class the following background on railroads and the West from the EDSITEment-reviewed website American Memory:
It is the student's or group's responsibility to describe the image or document. After it is described, each document should be displayed. When all the images have been revealed, challenge your students to create cause-and-effect connections based on the documents. Explain that railroads brought many changes and that significant change in one aspect of our society often has a "ripple" effect that changes other aspects. Give each group the opportunity to use photos and documents to create cause-and-effect ladders. The connections the students make are hypotheses based on the evidence at hand. An Example of a Cause and Effect Ladder:
Students can show cause and effect using as few as two photos or documents, or as many as they can justify through their explanations. Proceed from one group to the next, as each makes a different cause-and-effect connection. Activity 4. Because of the Train a-Comin'!After the students have created their cause-and-effect ladders, they will work with the Timeline of Events in the West, on the EDSITEment resource New Perspectives on the West, for the 1860s, 1870s and 1880s to look for events that validate student cause-and-effect hypotheses suggested in Activity 3. Divide the class into six groups, each assigned events as shown on the timelines provided. (You will need Adobe Acrobat Reader to view timelines.) Make sure each group has at least one strong reader. Give the students time to look over the list. Proceed chronologically as each group names one or more events that relate to the building of the Transcontinental Railroad. Students should explain the connection based on the discussion in Activity 3. Further research on any of these events would make a good extension of the lesson. Lesson Extensions
Recommended Resources
Additional ResourcesRecommended reading from American Memory
Recommended reading from Carol Hurst's Children's Literature Page
Recommended reading from Women of the West Museum
What led to the expansion of railroads?First was the Civil War; second was the continuing tide of westward expansion; third was the American Industrial Revolution. Common to all was the railroad. It not only enabled the preservation of the Union, but also permitted the kind of rapid industrialization that made the United States a world power.
How did the transcontinental railroad contribute to expansion?Just as it opened the markets of the west coast and Asia to the east, it brought products of eastern industry to the growing populace beyond the Mississippi. The railroad ensured a production boom, as industry mined the vast resources of the middle and western continent for use in production.
What was the most important reason for building the transcontinental railroad?What was the most important reason for building the transcontinental railroad? The railroad would make travel across the continent much faster, easier, and safer.
What were three effects of the transcontinental railroad?Railroads had a significant impact when they were introduced to the American West in the 1870s. Rail access spurred white migration and land occupation, altered the cattle industry, and affected the soil ecosystem.
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