Francis Smith Lesson Title: The Iron Horse: How the Transcontinental Railroad Accelerated the American Industrial

Revolution AZ Social Studies Standards: SS7-S1C7-PO7 ELL Standard: ELLIV-S1Listening/Speaking-HI4 Time Period: Standard Class Period (55 min.) Terminal Objective: SWBAT analyze in one paragraph the extent to which the railroads accelerated the economic, social, demographic and infrastructural advances of the American Industrial Revolution. Blooms Level Knowledge Sub-Objective 1. Define key terms related to the construction of American Railroads. Time 10 minutes Teaching Strategy Bellwork (See attached in D2L) Active Student Participation 1. Students will decode hidden words. 2. As a class, students and teacher will define the decoded words. 1. Students will read the Pacific Railway Act and answer the questions in pairs. 2. Students will write the answers to the questions individually in their social studies notebooks.

Analysis

2. Analyze how the Pacific Railway Act encouraged rapid railroad construction westward.

10 minutes

Students will be given a copy of the Pacific Railway Act (1862) and the following questions to answer: What was the purpose of the Act? What privileges did railway companies receive? What major event was occurring in the USA in the 1860s and did that

Knowledge

3.

List the 6 minutes infrastructural advances that made railroads quicker and more efficient.

have an influence on the Pacific Railway Act? Lecture: Discuss standard gauges, air brakes, car couplers, refrigerated cars and sleeper cars

Knowledge

4. List the economic changes that occurred due to the construction of railroads.

10 minutes

Knowledge

5. List the social changes that occurred due to the construction of railroads.

10 minutes

Lecture Discuss company consolidation, railroad barons, transport of goods/resources and economic/employ ment stimulus Lecture Discuss new jobs, westward settlement, Homestead Act

Knowledge

6. List the demographic changes that

4 minutes

Lecture Discuss urbanization,

1. Students take notes during lecture entering the information into the Infrastructure section of their industrial revolution notes (See attached to D2L) 1. Students take notes during lecture entering the information into the Economy section of their industrial revolution notes (See attached to D2L) 1. Students take notes during lecture entering the information into the Society section of their industrial revolution notes (See attached to D2L) 1. Students take notes during lecture entering the

occurred due to the construction of railroads

Analysis Application Evaluation

7. Analyze in one 5 min. Homework paragraph the extent to which the railroads accelerated the economic, social, demographic and infrastructural advances of the American Industrial Revolution.

information into the Demographics section of their industrial revolution notes (See attached to D2L) Review the industrial 1. Students will write revolution notes chart one paragraph with students to make sure (beginning in class that everyone has the and finishing at same information for home) discussing todays lecture how the railroads contributed to the economic, social, demographic and infrastructural trends of the American Industrial Revolution.

westward settlement

Materials needed: Powerpoint Industrial Revolution notes chart (created in prior lesson) Computer, projector Excerpts of Pacific Railway Act