In this lesson plan, students will use a combination of maps, letters, and original railroad company documents to examine and identify the impact of railroads on life in Texas. Students will use their new knowledge to plan a 250-mile-long trip by train, working in groups to develop a story to describe the journey. The groups will choose both a beginning point and a final destination, and attempt to anticipate any problems they might face during their expedition.
Created by Rhonda Williams , 2004
The student will identify the impact of railroads on life in Texas, including changes to cities and major industries. TEKS §113.6. Social Studies, Grade 4. (b)(4)(C)
The student will apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. TEKS §113.6. Social Studies, Grade 4. (b)(6)(A)
The student will explain how the railroad was used for transportation and communication, and how it influenced economic activities in Texas. TEKS §113.6. Social Studies, Grade 4. (b)(13)(E)
The student will identify ways in which the growth of the railroad resulted in increased interdependence between Texas and the United States. TEKS §113.6. Social Studies, Grade 4. (b)(14)(A)
The student will describe how the development of the railroad industry has benefited individuals, businesses, and society in Texas. TEKS §113.6. Social Studies, Grade 4. (b)(21)(B)
The student will differentiate between, locate, and use primary and secondary sources, such as biographies and print material, to acquire information about the Texas during the Republic period. TEKS §113.6. Social Studies, Grade 4. (b)(22)(A)
The student will analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. TEKS §113.6. Social Studies, Grade 4. (b)(22)(B)
The student will organize and interpret information in reports and letters. TEKS §113.6. Social Studies, Grade 4. (b)(22)(C)
The student will identify the elements of frame of reference that influenced K.H. Douglass while he served in the Texas Congress. TEKS §113.6. Social Studies, Grade 4. (b)(22)(E)
The student will create written material based on research and experiences, incorporating main and supporting ideas, using social studies terminology correctly, and using standard grammar, spelling, sentence structure, and punctuation. TEKS §113.6. Social Studies, Grade 4. (b)(23)(A-E)
Teaching Activity: Read information about railroads from the textbook together, or read selected passages from “Railroads” in The Handbook of Texas.
Focus Activity: Place the following assignment on the board, a transparency, or a slide.
Brainstorm and create a list of available means of transportation in Texas during the Civil War. Record this list in your journal. To each item on the list, add one problem that each type of transportation had.
Allow students 5-10 minutes to complete their lists and then discuss to give them a chance to compare. Ask if the growth of the railroad system would solve any of the problems that existed with transportation in Texas.
Review with students the tremendous growth in the mileage of rail lines between 1872 and 1900. Show students the railroad map, “The Eastern Half of Texas.” Examine the different parts of the map in “Zoom” with the students, and have students find the answers to the questions on the Map Analysis Sheet and share them with the class.
Read textbook information on the growth of the railroads in Texas. Discuss the lack of railroad connections between Texas and the rest of the United States.
Show students the facsimile copy of Patton's letter of February 7, 1872. Pass out Document Analysis Sheet # 1 - Railroads. Read the transcript together. Ask students what they can infer about the inclusion of speculation about the building of a railroad line in a personal letter. Have students complete the analysis sheet. Check answers and discuss.
Pass out Document Analysis Sheet # 2 - Railroads. Read “The Sabine and East Texas Railway Company Announcement” with students. Have the students complete the analysis sheet. Check answers and discuss.
Divide the class into groups of 4, distribute a copy of the “Map of Eastern Texas,” and make the following assignment.
Your group is going to make a trip by train. Brainstorm with your group to develop a story to explain the journey [transporting cattle, going to visit grandparents, moving west, etc.] and to choose a beginning point and a final destination. This trip must be at least 250 miles long. Write this information down on a separate piece of paper labeled “Trip Plan.”
Using your group's copy of the map, trace your journey on the map using a colored map pencil.
Add answers to the following questions to your “Trip Plan:”
- Are there connecting rail lines from the beginning to the end of your journey?
- If a train line does not run to your final destination, how will you get there?
- How many times will you have to change trains?
- List all of the train lines that will you actually have to take.
Finally, on your “Trip Plan,” describe any problems that you believe your group might have making this journey.
