The Transcontinental Railroad

Social Studies American History Civil War Through 1900 The Transcontinental Railroad
Students create a visual about a mode of transportation and how it has contributed to human movement. Then they watch a brief video to learn about the construction of the transcontinental railroad and its contributions to the economic development of the United States. Next they focus on the role of Chinese immigrants in the construction work and analyze why immigrants often take low-paying jobs. Finally, they examine both primary and secondary sources about early train robberies.

This learning experience is designed for device-enabled classrooms. The teacher guides the lesson, and students use embedded resources, social media skills, and critical thinking skills to actively participate. To get access to a free version of the complete lesson, sign up for an exploros account.

1:1 Devices
Teacher Pack

The Pack contains associated resources for the learning experience, typically in the form of articles and videos. There is a teacher Pack (with only teacher information) and a student Pack (which contains only student information). As a teacher, you can toggle between both to see everything.

Here are the teacher pack items for The Transcontinental Railroad:

Preview - Scene 1
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Overview

In this experience, students first create a visual about a form of transportation and how it has helped people move from place to place. Then, they learn about the construction of the transcontinental railroad and how it contributed to the United States' economic growth. Next, they examine the important role of Chinese immigrants in building the railroad and consider why some immigrants accepted difficult or dangerous jobs with low pay. Finally, they compare primary and secondary sources about early train robberies.

If you have access to leveled readers that describe forms of transportation or the transcontinental railroad, assign them to students in parallel with this experience.

Estimated duration: 35-45 minutes

Discovery Reading

A printable Discovery Reading is included in the student pack as a support for understanding the experience’s core content and concepts. This Discovery Reading is not necessary to complete the experience and serves as an optional support resource.

Vocabulary Words:

These vocabulary words are used in the experience or connect closely to the standards and content students examine. Students should understand these terms as they work through the experience.

  • transcontinental railroad: a railroad completed in 1869 that connected the eastern rail system of the United States to the Pacific Coast.
  • land grant: public land given by the federal government to railroad companies to help pay for building the railroad.
  • economic growth: an increase in business and trade; in this lesson, the railroad helped the economy grow by moving people, cattle, and resources faster.
  • immigrant: a person who moves to a new country to live and work there.
  • prejudice: an unfair opinion or feeling about a group of people; Chinese immigrants faced prejudice while helping build the railroad.
  • primary source: a record or object from the time being studied or made by someone who witnessed an event, such as an interview with a person who was there.
  • secondary source: a source created later that uses primary sources and other information to explain the past.
 

Objectives

  • Describe the building of the transcontinental railroad
  • Explain how railroads affected settlement patterns in the United States
  • Analyze how railroads led to economic growth in the United States
  • Identify the immigrant groups that helped build the railroad


Engage


Before the Civil War, steamships, canals, and the National Road were making travel west faster and cheaper. During the Civil War, Congress passed the Pacific Railway Act. This law supported the building of a railroad that would connect the eastern rail system to the Pacific Coast. The first transcontinental railroad was completed in 1869. In this experience, you will learn about the economic and social effects of the transcontinental railroad.

Objectives

  • Describe the building of the transcontinental railroad
  • Explain how railroads affected settlement patterns in the United States
  • Analyze how railroads led to economic growth in the United States
  • Identify the immigrant groups that helped build the railroad


photo of train engine arriving into station with lines of people greeting it

The newly completed transcontinental railroad,

rails meet from east and west at Promontory Point, Utah, in 1869


Throughout human history, new forms of transportation have helped people travel farther. Early traders traveled by ship or camel, while modern travelers can cross the globe by airplane. Transportation has also made it easier to move people and goods from place to place.


Choose any means of transportation. Draw or upload a picture of it and add a caption explaining how it has contributed to human movement.


Use this exercise to check students' prior knowledge and to stir interest in modes of transportation.


When everyone is ready to continue, unlock the next scene.


End of Preview
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