__ Whole Class X Small Group __ Independent Activity
Whole Class: The teacher will introduce the class to some of the major impacts that the building of the railroads, roads, and canals had on the economic development of the U.S. and the way of life of ordinary citizens during the 1800s. The students will read, discuss, and create a graphic organizer to show and explain the economic effects of the railroads, roads, and canals to the growth of the United States.*
* Taken directly from CRM.
On Grade Level: The students will work in small groups to draw and label the First Transcontinental Railroad in the United States, the Central Pacific connected to the Union Pacific. Students will also label 5-10 major cities that developed along this railroad being sure to indicate which cities are state capitals. Students will select one city on the map and research the population for that city for the following years (1850, 1870, 1890, 1910, 1930, 1950, 1070, 1990, 2010) using the U.S. Census website: http://www.census.gov/ Students will create a T-chart to list the positive and negative effects the railroad has had on this city.
GT Level: The students will work in a small group to research the Missouri-Pacific Railroad and draw the railroad on a map of the United States. Students will label 5-10 major cities (including Austin, Texas) that developed along this railroad being sure to indicate which cities are state capitals. Students will research the population for Austin, Texas for the following years (1850, 1870, 1890, 1910, 1930, 1950, 1070, 1990, 2010) using the Texas State Library and Archives Commission website: https://www.tsl.state.tx.us/ref/abouttx/census.html Students will draw Austin’s Loop 1 Highway on the map and determine why Loop 1 has been given its nickname of MoPac? (Hint- MoPac = Missouri Pacific Railroad). Students will create a Venn Diagram to compare/contrast the effects the Missouri-Pacific Railroad and Loop 1 have had on Austin, Texas over the years.
GT Enrichment: Students will work independently to select a new technology used today that has led to economic growth in the United States and compare and contrast this new technology to the building of the railroads in the 1800s. Students will research the new technology and create a poster, speech, or other product to share their findings with the class.
Whole Class: Ask students to reflect on the following questions in their journals:
-What positive and negative influences did the building of the railroads, roads, and canals have on the environment?
-What can learn from the mistakes people made in the past to protect the environment today during times of economic development and growth?
Actively looks for and suggests solutions to problems.
Refines solutions suggested by others.
Does not suggest or refine solutions, but is willing to try out solutions suggested by others.
Does not try to solve problems or help others solve problems. Allows others do the work.
Focus on the task
Consistently stays focused on the task and what needs to be done. Very self-directed.
Focuses on the task and what needs to be done most of the time. Other group members can count on this person.
Focuses on the task and what needs to be done some of the time. Other group members may sometimes remind to keep this person on-task.
Rarely focuses on the task and what needs to be done. Allows others do the work.
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard.
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
During the 1st nine weeks rubrics for “Product Assessment” were provided as models. However, these generic rubrics do not take into account the specific expectations you have established with regard to student products. For this reason, you are encouraged to design your own rubric. Below are useful links to support your use of rubrics in the classroom: RubiStar:http://rubistar.4teachers.org/; Teachnology: http://www.teach-nology.com/web_tools/rubrics/; Rubrics for Teachers: http://www.rubrics4teachers.com/