Understanding By Design Lesson

Teacher: Meghan Keener Course: American History Grade Level: 10 th Grade Lesson Topic: Transcontinental Railroad Day of Unit: Five

Unit: Migration and Industrialization Length of lesson: 40 minutes

Stage 1 Desired Results Content Standard(s):

Ohio Content Standards Grade 8:

II. Expansion 8. The United States added to its territory through treaties and purchases.
9.

Westward expansion contributed to economic and industrial development, debates over sectional issues, war with Mexico and the displacement of American Indians.

IV. Economic Decision Making and Skills 22. Choices made by individuals, businesses and governments have both present and future consequences V. Production and Consumption 23. The Industrial Revolution fundamentally changed the means of production as a result of improvements in technology, use of new power resources, the advent of interchangeable parts and the shift from craftwork to factory work. VI. Human Systems 13. The movement of people, products and ideas resulted in new patterns of settlement and land use that influenced the political and economic development of the United States. 14. Cultural biases, stereotypes and prejudices had social, political and economic consequences for minority groups and the population as a whole. 15. Americans began to develop a common national identity among its diverse regional and cultural populations based on democratic ideals.

National Standards for History in the Schools Grades 5-12:

Era 4 - Expansion and Reform (1801-1861) Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
Understanding (s)/goals Students will understand: Historical interpretation is influenced by the cultural perspective of the observer. The technological advancements of the late 19th century paved the way for the continued growth of American industry. Railroads made possible the expansion of industry across the USA. Race, gender, age, and wealth contribute to class distinctions and social stratification. Analyzing history allows us to learn about ourselves and make informed decisions that shape our future. The only constant is change. Student objectives (outcomes): Students will be able to: Economic Transformations: Students will understand changes in American trade, commerce, and technology across time. Students will understand the impact of capitalist development, labor and unions, and consumerism on United States history. Stage 2 Assessment Evidence Other Evidence: - Discussion participation during class - Coming to class prepared - Efficiently complete railroad gains and dangers t-chart - Satisfactory completion of in-class assignment Essential Question(s): What are the pros and cons of western expansion? How will the latest technology change your life? What are the responsibilities of the individual and/or society in regard to the health of the environment? What is the American Dream? Can anyone achieve it? Does it mean something different to different people?

Performance Task(s):

- Write and share five different facts learned from video

Stage 3 Learning Plan Learning Activities:

Procedure: 1) The students will turn in their Populism cartoons and get out their notebooks to prepare for class. 2) The teacher will lead the class in prayer. (2 min) 3) The teacher will ask the students to think back over the last few lessons to what some of the push and pull factors were to being Americans West. Lead the discussion toward the Transcontinental Railroad. (2 min) 4) The teacher will show the class several slides explaining the completion of the railroad. (8 min) 5) The students will then watch a video of the railroad. During the video the students will be expected to write down five facts that they did not know or that they found significant from the video. (4 min) 6) After the video, the teacher will show slides about the positives and negatives of the transcontinental railroad while the students fill out a t-chart that corresponds. (15 min) 7) At the end of class, the teacher will hand out and introduce the rail guide project that will be due at the end of the unit. (8 min) Materials: Student notebooks and writing utensils Computer and projector Railroad PowerPoint Gains and dangers t-chart handouts Railroad guide examples

Homework: Discussion Board Post: Write a letter back home as if you are a Chinese worker on the railroad. What do you experience? How do you feel about it?