Migrating to the West on the Transcontinental Railroad Looking for Gold, While Effecting the Native Americans
By: Adam Grosman
These next four lesson plans take students into the United States during the years of 1850s. We cover topics ranging from mining and the new found riches and risks involved. The transcontinental railroad and the involvement of immigrants along with the risks and rewards also. Lastly we cover the Native Americans and their loss of life and culture through this movement westward.
State – Illinois Learning Standards 18.C.4a Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades)
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
15.D.4c Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.B.4 (US) Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.
National – National Standards for History 1a. Culture: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns
1b. Culture: give examples of how experiences may be interpreted differently by people from diverse cultural perspectives and frames of reference
Standard 2.d -- Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos and others.