This is written for a hybrid class. Students will meet in the classroom for notes and discussion for the unit Westward Expansion. They will simultaneously be reading assigned material on their own as well as engaging with the lessons online and completing them as assigned.
- Students will establish a personal philosophy about the construction of the Transcontinental Railroad.
- Each student will coherently express both the positive and negative forces of its affects on the different groups of people involved either directly or indirectly with its construction.
- Once they have completed their research, students will describe the effects that each group experienced.
- Students will then support their original philosophy or that of a newly acquired perspective due to research in the form of an essay, power point presentation, or a poster.
- They will clearly express whether or not the Transcontinental Railroad was a positive or negative project in the long run.
- They will use gathered information from three different groups researched to support their opinion.
Lesson 1: Introduction
- Was the Transcontinental Railroad a Positive or Negative Force in the U.S. in the late 19th century?
- Look at a map of the U.S. in 1863 with the route of the railroad from California to Nebraska. Answer given questions based on observation of the map.
- Students will answer based on prior knowledge, if any. They will revisit their answer at the end of the lesson.
Lesson 2: What Groups of People Were Affected by the building of the railroad?
- Identify the different groups on the given chart.
- Visit pre-set websites to gather information on each group.
- Take the quiz at the end of the first website
- Use one other source of the students choosing to gather information.
- Fill in the chart as you gather information about each group.
Lesson 3: Listing the Pros and Cons of the Railroad with Respect for Each Group
- Using the information you have read about and recorded, make a pros and cons chart of how the Transcontinental Railroad affected the lives of the people involved.
- Who benefited? How did they benefit?
- Who didn’t benefit? Why not?
Lesson 4: Choose a final Assessment
Choose one option to demonstrate the answer to the initial question, “Was the Transcontinental Railroad a Positive or Negative Force in the U.S. in the late 19th century?”
- An essay stating what your original thoughts were and whether or not you have changed your mind or continue to agree with your first thoughts. Give details on why by mentioning the groups of people who support your perspective.
- A Poster create illustrations which clearly demonstrate whether or not the Transcontinental Railroad was a positive or negative force. Include references through words or illustrations to the groups which support your belief. Use color.
- A Power Point Presentation develop a power point presentation that describes how the Transcontinental Railroad affected the different groups of people who would support your belief of whether it was a positive or negative force in the U.S.
How this Module will be completed:
- Students will access schoology to gain access to the websites, observe the U.S. Map and the chart to fill in throughout the lesson.
- Students will also utilize google.docs to complete written assignments and share with instructor to show progress of research.
- Due dates will be provided for each lesson and the final assessment.
- A rubric will be provided for each assessment option which will include the completion of the chart consisting of gathered notes from research.