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1800s.htm
http://www.history.com/topics/inventions/transcontinental-railroad
After about 15 minutes of research, the students will come back together as a
class and share their invention dates found so that the students can add them to
their individual timelines, and fix the order of transportation if they predicted
wrong
The students will then participate in a culminating group activity of making a
class timeline of the modes of transportation
The teacher will bring out a long sheet of white paper, with a single line across the
middle, and tape it to the front white board
Each group will come up (starting with the earliest date) and add the name of the
transportation vehicles, important dates, pictures, and information to the big class
timeline using markers and tape for the pictures
The group will then share their mode of transportation with the class in a brief
presentation, focusing on important facts and main ideas
The teacher will hang the class timeline on the wall for all students to see during
the unit
Differentiation
For ELL Students: These students, who are still struggling to learn English, may
need accommodations for this lesson. Since they may have less background
information with these modes of transportation, the teacher may meet with these
students before the lesson to introduce them to the information first. The students
will also be able to draw pictures instead of writing on the timeline, and work
closely with a partner while researching on the tablets (iPads).
For Gifted Students: These students, who may need more of a challenge, may
need additions to the lesson. These students can either be grouped together and
instructed to find more background information on their mode of transportation
like who invented it, where was it invented, etc. If the students are in mixed
groups, these students can be chosen to be the ones who share their information
with the rest of the class.
For Lower Level Students: These students can be prompted by the teacher of what
information to look for while researching to give them guidelines. The teacher can
work with these students and give prompts like, Lets find when it was invented.
And who invented it? to help the students focus on smaller details when
researching on sites with a lot of information.
Closure
Once students finish the class timeline, the students will return to their seats for
one final activity (five minutes max). The students will be asked to write a short
story in their journal, pretending that they were traveling on one of the modes of
transportation to the west during this time. The students will write about their
journey, how they felt, difficulties they faced, and anything else in a short
paragraph from their previous knowledge and research. The teacher will ask if
anyone wants to share and have 1-2 students share their stories. The teacher will
comment on the great work the students did today. The teacher will then explain
that tomorrow we will talk more about these modes of transportation and how
they helped people get where they needed to go!
Formative / Summative Assessment
Formative Assessment: The teacher will walk around and look at individual timelines for
all four modes of transportation and monitor student engagement and participation during
the research (learning outcomes 1 and 2). The teacher will also check for understanding
and comprehension of the four modes of transportation using the class timeline and the
short stories written by the students (learning outcome 3 and 4).
Summative Assessment: The students individual timelines will be placed in their
portfolio at the end of the unit.
Materials / Equipment
White board
Markers
Timeline Handout
Pencils
iPads for research
Class Printer
Class Timeline Paper
Markers
Student Resources:
http://www.boatsafe.com/kids/022298hulls.htm
http://www.libertyskids.com/arch_what_horseca.html
http://www.britannica.com/topic/wagon-train
http://www.kidzsearch.com/wiki/Steamboat
http://www.american-historama.org/1801-1828-evolution/steamboats-of1800s.htm
http://www.american-historama.org/1801-1828-evolution/railroads-in-the1800s.htm
http://www.history.com/topics/inventions/transcontinental-railroad
Teacher Resources:
Houghton Mifflin Move form Place to Place Unit
http://www.pbs.org/wgbh/theymadeamerica/whomade/fulton_hi.html
http://www.legendsofamerica.com/rr-railroadcompanies3.html
http://steamboattimes.com/flatboats.html
http://parkcityhistory.org/wp-content/uploads/2012/04/Teacher-BackgroundInformation.pdf
http://www.thehenryford.org/education/erb/TransportationPastPresentAndFuture.
pdf
http://www.history.com/topics/inventions/transcontinental-railroad
Technology
Reflection on Planning
I think that this lesson will be a lot of fun because the students are making
Content Outline
1. Moving West
a. Objectives
i. Name modes of transportation used to move west during the 1800s
ii. Summarize developments in transportation and communication
during the 1800s
iii. Identify ways in which developments in transportation and
communication impacted society
i) Transportation- the way people or things are carried from place to place
(comes from Latin words meaning across and to carry)
ii) Steam engine- a machine that turns steam into power, used to power
trains and boats in the past (The word steam tells you how the engine is
powered)
iii) Railroad-a track with two steel rails on which trains move (point out
two parts of the word, rail and road)
iv) Telegraph- a machine that sends signals by electricity
b. Transportation in the 1800s
i. Main Idea: The steam engine made transportation easier
ii. People traveling west to California and Oregon used many kinds of
transportation on their trips
iii. People arrived by horse or boat, and then walked, drove wagons,
and made difficult journeys across rivers, mountains, and plains
iv. How a Steam Engine Works:
1. Burning fuel to make heat
2. Heat turns water into steam
3. Steam forces the wheels to turn
v. Background:
1. Designed by Robert Fulton, the Claremont was the first
working steamboat that first sailed in 1807
a. Fulton did not invent the steamboat but was
important in the making of the first one
b. Claremont went from New York to Albany on its
first trip
c. http://www.pbs.org/wgbh/theymadeamerica/whoma
de/fulton_hi.html
2. The pacific railroad started in 1851 and was the first
railroad to run west of the Mississippi River with the trains
powered by steam engines
a. The discovery of gold in California bumped up the
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