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Catchy Title: All Aboard
Theme/Topic of Lesson: A Look at the Impact of Transportation on Maryland in the 1800's
Time Commitment: Three 60-Minute Periods/Blocks
Subject Area(s):
Language Arts
Social Studies
Grade Level(s): 9,10,11,12
Standards Alignment:
Class Challenge Question: What were some factors that caused the need for transportation?
Overview:
America is a mobile society, and that mobility depends on the types of transportation available at any given time in history. The economic interdependence and sustainability of an area or region is also dependent on the mode of transportation available. In the early 1800's competition between regions and cities for business were becoming very evident. To add to the competition were the forms of transportation available for hire. The ability of a city to stay competitive depended on how they were able to market themselves in terms of benefits to trade and merchants. The use of waterways and land were the two modes of transportation available to business. Those cities that developed an extensive system to allow goods to travel would most likely succeed.
"All Aboard" is a lesson designed for 11th grade American History students. Students will explore designated Internet sites, videos, and text material to access background information on the development of the railways and canals of Maryland. Students will use the information they gather to write an editorial for a newspaper detailing the preferred mode of transportation. This editorial is to be written in the style of the time period discussed, and will concentrate on the key factors necessary for continuing economic growth of the region. This lesson will employ a variety of media that will help meet the needs of diverse students. The use of cooperative groups will be employed to help students gather and understand the material. The teacher and students should have prior knowledge of the geographical area of Maryland and an understanding of the writing elements for a persuasive article. Both teacher and student should be familiar with word processing and using the Internet. As a concluding activity, students will present their arguments concerning the "best" mode of transportation to the rest of the class. Teachers might also wish to set up a debate in which students argue for or against a mode of transportation.
Accommodations for students with special needs may include pairing the student up with a more able student. This pairing may also be done to assist students who are not technology proficient. Teachers will need to be familiar with the accessibility options available on the computer systems, the use of large size font, keystroke controls, and text rollover are some accommodations available for students.
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5.4
(K-12) | Maryland Content Standards Indicators
5.4 Students demonstrate understanding of the characteristics of the economic institutions and incentives created within economic systems to organize production, distribution, and consumption. | | Social Study Skills
(K-12) | Maryland Content Standards Indicators
Students will demonstrate an understanding of historical and current events using chronological and spatial thinking, develop historical interpretations, and frame questions that include collecting and evaluating information from primary and secondary sources.
| | Writing
(K-12) | Maryland Content Standards Indicators
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | | Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.1.1
establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing (CLG 2.1.1, CLG 2.1.2, CLG 2.1.3, CLG 2.2.1, CLG 2.3.4, CLG 3.1.1 CLG 3.2.1, CLG 4.1.1)
| Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.7.1
write to persuade an intended audience by selecting a form that
- structures ideas and arguments in a sustained and logical fashion
- uses specific rhetorical devices to support assertions (e.g., appeal to logic, appeal to emotion or ethical belief, use of personal anecdote)
- clarifies and defends positions with precise and relevant evidence, including expert opinions and commonly accepted beliefs
- anticipates and refutes counter arguments
- establishes a strategy for an audience to take action
(CLG 2.1.1, CLG 2.1.2, CLG 2.1.3, CLG 2.1.4, CLG 2.2.1, CLG 2.2.2)
| Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.2.2
synthesize information from multiple sources and identify complexities and discrepancies in the information and how each medium offers a different perspective (CLG 2.2.1, CLG 2.3.1, CLG 2.3.2, CLG 2.3.3, CLG 2.3.5)
| Writing
(9-12) | Maryland Content Standards
Students produce informational, practical, persuasive, and narrative writing that demonstrates an awareness of audience, purpose and form using stages of the writing process as needed (i.e., pre-writing, drafting, revising, editing and publishing). | Maryland State Indicators
3.12.1.3
develop key ideas by integrating complex connections among ample supporting evidence such as descriptions, personal experiences, observations, and/or research-based information (CLG 2.1.1, CLG 2.1.2, CLG 2.1.3, CLG 2.2.1, CLG 2.3.4, CLG 3.1.1 CLG 3.2.1, CLG 4.1.1)
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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Students use technology tools to process data and report results.
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Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
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Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology problem-solving and decision-making tools
(Gr. 9-12) | ISTE Technology Standards
6. Technology problem-solving and decision-making tools
| ISTE Technology Performance Indicators
Routinely and efficiently
Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity.
| Technology research tools
(Gr. 9-12) | ISTE Technology Standards
5. Technology research tools
-
Students use technology to locate, evaluate, and collect information from a variety of sources.
-
Students use technology tools to process data and report results.
-
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
| Technology communication tools
(Gr. 9-12) | ISTE Technology Standards
4. Technology communication tools
-
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
-
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
| ISTE Technology Performance Indicators
Select and apply technolo
Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning.
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Learning Objectives:
The Students will:
- Learn why transportation was so important to Baltimore.
- Learn which mode of transportation will have the greatest impact on Maryland.
Assessment
The teacher will use a variety of assessment methods. Informal observation will be used to monitor the gathering of data. Classroom discussions will determine the level of understanding of the major points of information. The editorial will be evaluated by the "Scoring Rubric for Editorial."
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Resources
| Software | Microsoft Word or Publisher | | http://www.microsoft.com | | Inspiration | | Print Materials | Tracks Across America Fisher, Leonard Evertt. Holiday House: New York, 1992. | | Baltimore: The Building of an American City Olson, Sherry H. John Hopkins University Press: Baltimore, 1980. | | Rails Across America Withuthn, William L. London: Salamander Books, Ltd., 1993. | | Video(s) | Expansion United States History Video Collection, Schlessinger Video Productions, 1996. | | http://www.libraryvideo.com | | Industrialization and Urbanization United States History Video Collection, Schlessinger Video Productions, 1996. | | http://www.libraryvideo.com | | Internet Sites | Hotlist on Transportation in Maryland This hotlist, created for this lesson, contains a variety of web resources about transportation in Maryland. | | http://www.kn.pacbell.com/wired/fil/pages/listtransipa.html |
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Materials
Per classPer Student- "Maryland Map" handout
- "Water or Rail" graphic organizer handout
- "Scoring Rubric for Editorial" handout
- Pencil or pen
- Paper
- Floppy disk
Not Specified
Vocabulary
- Editorial - an article written to express a certain point of view
Procedures
The teacher and student will begin the lesson by creating an Inspiration web on the various ways to travel in Maryland. The teacher will then lead the class in a discussion of modes of transportation in the 1800’s. The teacher will show the students a video segment highlighting the reasons behind the rail and canal movements. Using the Maryland outline map provided, students will sketch the approximate routes of the rail and canal systems in Maryland. An in depth analysis of both modes of transportation will occur through the use of an Internet hotlist created for this lesson at http://www.kn.pacbell.com/wired/fil/pages/listtransipa.html and a graphic organizer. Students will work in groups to explore and gather information about the growth of the railway and canal system in Maryland. Students will record their findings on the graphic organizer handout “Water or Rail.” The final product of the lesson will be synthesizing the information the student has gathered into an editorial on the “best” mode of transportation. Throughout the lesson, the teacher will use a variety of instructional strategies. The first part of the lesson involves whole group instruction, with the student working independently on identifying the transportation routes on the outline map of Maryland. The second part of the lesson involves the students working in cooperative groups to access information on the history of the rail and canal system in Maryland. This section of the lesson requires the use of a computer lab, or a rotating schedule for the one computer classroom, so that all groups will have be able to access the information. The final section of the lesson requires the teacher to review the “Editorial Rubric” with the students and for the students to write an editorial based on the facts they have gathered. Accommodations for students with special needs may include pairing the student up with a more able student. This pairing may also be done to assist students who are not technology proficient.
Day 1: Laying the Tracks
Daily Challenge Question: What were some factors that caused the need for transportation?
Set-up Directions:
Prior to beginning today's lesson the teacher will need to acquire a TV with a VCR and preview a copy of both videos from the United States History Video Collection; Expansion and Industrialization and Urbanization. Teachers will need to mark the first video to begin on the section on expansion and the second video on the section on Railroads. Based on the individual teacher's assessment of their classes, it might be necessary to play the video clip prior or preceding each section to further assist with student background information. Teachers should also prepare copies of the "Maryland Map" handout.
Teacher Presentation & Motivation:
Begin the class discussion by asking the students how they can travel around the state of Maryland. The teacher can input the student's responses into Inspiration. Follow up by asking how they might have traveled in the 1800's. Compare and contrast why there is a difference in the traveling methods. Inform the students that today they are going to explore what modes of transportation were available in the 1800's and how this transportation had an effect on the community life and economics of the region.
Activity 1 - A look, via video, at the development of railways in the 1800's (25 minutes)
View a video on rail building in the 1800's.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is for students to develop an understanding of reasons why there was a push for rail development in the 1800's.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will view two video clip segments to develop a list of causes and effects of the railway movement.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
After viewing each video segment the teacher will pause and conduct a brief brainstorming session with the students based on their responses.
Activity 2 - How did geography affect the development of the railways? (20 minutes)
The teacher will focus student attention on the "Maryland Map" handout and discuss possible routes that might be developed for a railway. The students will need to have some familiarity with the geographical areas of Maryland to assist in this activity.
Wrap Up:
As a reflective practitioner, note how this day's activities could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you engage students in these activities? Why?
Day 2: Exploring the Past
Daily Challenge Question: Why was transportation so important to Baltimore?
Set-up Directions:
Prior to beginning today's lesson the teacher will need to arrange for use of a computer lab or design a schedule that will allow students to access the one computer in the classroom. Students will need to be familiar with accessing sites through the Internet. If possible the teacher should create a bookmarked folder of the sites, thereby offering easier access.
Teacher Presentation & Motivation:
Explain to students that today they will be gathering information about the history of the Baltimore and Ohio Railway and the Chesapeake and Ohio Canal. Depending on the number of computers available for today's activity, students might be assigned to small groups to gather the information.
Activity 1 - By Water or Rail Internet Research (40 minutes)
Utilize the Internet to research railways.
Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is for students to develop an understanding of the history of the canal and railways and the effect each had on the other.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Students will view several hotlisted Internet sites at: http://www.kn.pacbell.com/wired/fil/pages/listtransipa.html that focus on the Baltimore and Ohio Railway and the Chesapeake and Ohio Canal. Students should be keeping a list on the "Water or Rail" handout.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
After accessing the Internet sites, a debriefing session can occur where students can share information they have learned.
Activity 2 - What is your choice? Discussion (10 minutes)
Engage the students in a discussion of which mode of transportation they feel was best for the time given, and the conditions they mentioned. This will set the stage for Day 3 activity.
Wrap Up:
Summarize advantages and disadvantages to the two modes of transportation.
Day 3: A Letter to the Editor
Daily Challenge Question: Which mode of transportation will have the greatest impact on Maryland?
Set-up Directions:
The teacher will review with students the "Scoring Rubric for Editorials."
Teacher Presentation & Motivation:
The teacher will explain to the class that today they will write a letter to the editor of the paper in the 1800's on the benefits of either rail or canal travel. The students should use their notes from the previous day's activities to help organize their thoughts and ideas. Teacher should have access to a group of computers or lab setting for students to write their letters in a word processing or publishing software application.
Activity 1 - I'm in support of... Editorial Writing (40 minutes)
Students will begin to work on their editorials, through either a word processing software or publishing software. Students will organize their arguments. Prior to beginning the editorial the teacher will have reviewed the scoring rubric with the students.
Wrap Up:
Close the lesson by discussing the various viewpoints that society held at the time of the building of rails and canals. Discuss how these conflicts might have lead to other changes in city life.
Enrichment Options
Field Experiences
Students can visit a historic railway station or the C&O canal.
Cross-Curricular Extensions
Fine Arts
Students can explore the role advertising played in the development of the railway or canal system. Students can design advertisements that would have been shown during that period.
Mathematics
Have students investigate the economic costs of building a canal or railway system in today’s world. Students can investigate what the maintenance cost of the canal and railway system is today.
Science
Students can study the environmental effect the building of the canal and railway had on the surrounding areas.
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As a reflective practitioner, note how this lesson could be adjusted after its initial implementation. How successful were the students? What did the assessment demonstrate about the students' learning? What skills do the students need to revisit? What instructional strategies worked and what made them successful? What will you change the next time you use this lesson? Why?
Author: Paula M. Bauer
Modified by: Sonja Sansone
Author's School System: Prince George's County Public Schools
Author's School: Carmody Hills Elementary
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