1. TAH June 2009 Susan Schemmel Email: sschemmel@usa.net http://www.evesun.com/galleries/edition/2007-06-13/railroad%20tracks%202.jpg

2. For the teacher

3. Name Susan SchemmelDate June 2009 Subject: Montana HistoryGrade Level 4-8 Lesson Title At the StationNCHE’s History’s Habits of the Mind Lesson Description: Courses in history, geography, and government should be designed to take students well beyond formal skills of critical thinking, to help them through their own active learning to: Check all that apply This is a concluding assessment of a study of the transcontinental railroad. Students will analyze 3 pictures of the golden spike celebration. 2 are photos and 1 is a painting. The students will compare and contrast the pictures in small groups. They should discuss how the pictures include different people and perspectives. The teacher can direct the discussion by asking questions like: Are these pictures staged? Are certain groups or people included in all the pictures? Are certain groups or people not included in some of the pictures? What is the focus of the picture? Are there any groupings or sections that create their own scene or picture? Is the photographer/artist creating this for a particular audience? Does that affect how the picture is staged? The students will write compare and contrast essays to share with their group the next day. Some classes could use these as a prewriting for a PowerPoint presentation. The teacher will guide the discussion to include objectivity vs. subjectivity and reality vs. perceived truth. Hopefully the students will be able to see that “Labor: The Celebration of the Meeting of the Central Pacific and Union May 10, 1869” is staged and does not represent the variety of people involved in the completion of the railroad; that “Chinese at Laying Last Rail UPRR” is less staged and includes people missed in ”Labor”; and The Last Spike (1881) by Thomas Hill has a greater representation of the people involved yet is considered more subjective because it is a painting. Understand the significance of the past to their own lives, both private and public, and to their society. Distinguish between the important and the inconsequential, to develop the “discriminating memory” needed for a discerning judgment in public and personal life. Perceive past events and issues as people experienced them at the time, to develop historical empathy as opposed to present-mindedness. ☺ Acquire at the same time a comprehension of diverse cultures and shared humanity. ☺ Understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process. NCHE’s Vital Themes and Narratives Comprehend the interplay of change and continuity, and avoid assuming that either is somehow more natural, or more to be expected, than the other. ThemesCheck all that apply Prepare to live with uncertainties and exasperating, even perilous, unfinished business, realizing that not all problems have solutions. Civilization, cultural diffusion, and innovation: The evolution of human skills and the understanding of nature and people; the cultural flowering of major civilizations in the arts, literature, and thought. Grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations. Human interaction with the environment: The relationship between geography and technology and the effects of each on economic, social, and political developments; The choices made possible, or limited, by climate, resources, and location, and the consequences of such choices. Appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular “lessons” of history as a cure for present ills. Values, beliefs, political ideas, and institutions: The basic principles of influential religions, philosophies and ideologies; The interplay among ideas, moral values, and leadership, especially in the evolution of democratic institutions; The tensions between freedom and security, liberty and equality, diversity and commonality in human affairs. Recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill. Conflict and cooperation: The causes of war and the approaches to peace, and the human consequences of both; The relations between domestic affairs and foreign policy; Choices made between international conflict and cooperation, isolation and interdependence. Appreciate the force of the non-rational, the irrational, and the accidental, in history and human affairs. Comparative history of major developments: The forces for revolution, reaction, and reform across time; Imperialism, ancient and modern; Comparative instances of slavery and emancipation, feudalism and central government, economic expansion and penury, growth of cities and their characteristics. Understand the relationship between geography and history as a matrix of time and place, and as a context for events. Patterns of social and political interaction: Change and continuity of class, ethnic, racial, and gender structure and relations; Migration, immigration, forces for social mobility and immobility; the conditions and aspirations of common people, and those of elites, and their effects upon political power and institutions. ☺ Read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and thereby frame useful questions Habits Lesson Planner

4. From Transcontinental Railroad Unit http://www.pbs.org/wgbh/amex/tcrr/timeline/index.html Timelinehttp://www.pbs.org/wgbh/amex/tcrr/timeline/index.html http://www.archives.gov/exhibits/treasures_of_congress/text/page15_text.html Basic infohttp://www.archives.gov/exhibits/treasures_of_congress/text/page15_text.html http://history.howstuffworks.com/american-history/railroad-expansion2.htm more detailed infohttp://history.howstuffworks.com/american-history/railroad-expansion2.htm http://www.pbs.org/wgbh/amex/tcrr/tguide/index.html Unit ideas and linkshttp://www.pbs.org/wgbh/amex/tcrr/tguide/index.html http://cprr.org/Museum/index.html great pictures and links, definite bias in some articleshttp://cprr.org/Museum/index.html http://memory.loc.gov/cgi-bin/query/r?ammem/consrv:@field%28DOCID+@lit%28amrvgvg32div9%29%29 Test of book written by Samuel Bowles about the railroad - pages 45-74 discuss the railroad in general, 400-401 detail Chinese workers on railroad.http://memory.loc.gov/cgi-bin/query/r?ammem/consrv:@field%28DOCID+@lit%28amrvgvg32div9%29%29 http://www.learningthroughhistory.com/newsletter/archives/42005.php Unit Plan From learning Through Historyhttp://www.learningthroughhistory.com/newsletter/archives/42005.php http://www.tcrr.com/ Basic review of planning and building the railroadhttp://www.tcrr.com/ http://www.shmoop.com/intro/history/us/transcontinental-railroad.html Good linkshttp://www.shmoop.com/intro/history/us/transcontinental-railroad.html http://www.eyewitnesstohistory.com/goldenspike.htm Great excerpt from eyewitness reporthttp://www.eyewitnesstohistory.com/goldenspike.htm http://www.understandingrace.com/history/society/trans_railroad_west_indian_wars.html Discusses effects of race on the railroadhttp://www.understandingrace.com/history/society/trans_railroad_west_indian_wars.html http://www.digitalhistory.uh.edu/historyonline/china1.cfm info specifically about Chinese workershttp://www.digitalhistory.uh.edu/historyonline/china1.cfm http://www.umesd.k12.or.us/tcr_irish web quest on Irish Americans and the railroadhttp://www.umesd.k12.or.us/tcr_irish http://www.associatedcontent.com/article/1162286/the_transcontinental_railroad_conflict.html?cat=37 article about effect on Native Americanshttp://www.associatedcontent.com/article/1162286/the_transcontinental_railroad_conflict.html?cat=37 http://www.umsl.edu/~umslhistory/PsiPsi/8Dundon%20on%20Transcontinental%20Railroad.pdf essay by high school student about race and the railroadhttp://www.umsl.edu/~umslhistory/PsiPsi/8Dundon%20on%20Transcontinental%20Railroad.pdf Not all these sites are historical or educational references. Students and teachers should analyze the value and slant of the information found on these sites.

5. Basic lesson Plan Use PowerPoint presentation to introduce assignment and guide discussions. Students discuss the pictures in small groups. 20 minutes before the class ends have whole class discussion still using the PowerPoint. Assign a compare/contrast essay. Day 1

6. Basic lesson Plan Use PowerPoint presentation to introduce assignment for day 2. Students read and discuss their essays in small groups. After 20 minutes the group project will be introduced using the PowerPoint Students will work on project for 1-3 days. Day 2

7. 1234 Organization Sequence of information is difficult to follow. Reader has difficulty following work because student jumps around. Student presents information in logical sequence which reader can follow. Information in logical, interesting sequence which reader can follow. Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with content and is able to demonstrate basic concepts. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required). Grammar and Spelling Work has four or more spelling errors and/or grammatical errors. Presentation has three misspellings and/or grammatical errors. Presentation has no more than two misspellings and/or grammatical errors. Presentation has no misspellings or grammatical errors. NeatnessWork is Illegible. Work has three or four areas that are sloppy. Work has one or two areas that are sloppy. Work is neatly done. Simple Written Work Rubric

8. Analyzing a Primary Source Rubric ExemplaryAdequateMinimalAttempted Analysis of Document Offers in-depth analysis and interpretation of the song; distinguishes between fact and opinion; compares and contrasts author's point of view with views of others Offers accurate analysis of the song Demonstrates only a minimal understanding of the song Reiterates one or two facts from the document but does not offer any analysis or interpretation of the song Knowledge of Historical Context Relates primary source to specific historical context in which it was written Uses previous general historical knowledge to examine issues included in document Limited use of previous historical knowledge without complete accuracy Barely indicates any previous historical knowledge Identification of Key Issues/Main Points Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s) Identifies most but not all of the key issues and main points in the primary source Describes in general terms one issue or concept included in the primary source Deals only briefly and vaguely with the key issues and main points in the document Identification of Literary Devices Analyzes author's use of literary devices such as repetition, irony, analogy, and sarcasm Mentions author's use of literary devices but does not develop fully Does not discuss author's use of literary devices Understanding of Audience Shows strong understanding of author's audience Shows some understanding of author's audience Shows little understanding of author's audience Shows no understanding of author's audience

9. For the Students Day 1

10. The Transcontinental Railroad Completed

11. Labor: The Celebration of the Meeting of the Central Pacific and Union Pacific Railroads at Promontory Point, Utah, May 10, 1869.

12. A. J. Russell, “Chinese at Laying Last Rail UPRR,” stereoview

13. The Last Spike (1881) by Thomas Hill

14. Another Possible Picture Photographer Alfred Hart

15. The Assignment part 1 Get into groups Get one copy of each print per group Discuss the pictures –How are they alike? –Is there a common theme? –How are they different?

16. Theme and Habits of the Mind Theme: Patterns of social and political interaction: Change and continuity of class, ethnic, racial, and gender structure and relations; Migration, immigration, forces for social mobility and immobility; the conditions and aspirations of common people, and those of elites, and their effects upon political power and institutions. Habits of the Mind: Perceive past events and issues as people experienced them at the time, to develop historical empathy as opposed to present- mindedness. Acquire at the same time a comprehension of diverse cultures and shared humanity.

17. Questions Are these pictures staged? Are certain groups or people included in all the pictures? Are certain groups or people not included in some of the pictures? What is the focus of the picture? Are there any groupings or sections that create their own scene or picture? Is the photographer/artist creating this for a particular audience? Does that affect how the picture is staged?

18. Review Discussion Perceive past events and issues as people experienced them at the time, to develop historical empathy as opposed to present- mindedness. Acquire at the same time a comprehension of diverse cultures and shared humanity. What do these pictures have to do with our Habit?

19. The Last Spike (1881) by Thomas Hill

20. A. J. Russell, “Chinese at Laying Last Rail UPRR,” stereoview

21. Labor: The Celebration of the Meeting of the Central Pacific and Union Pacific Railroads at Promontory Point, Utah, May 10, 1869.

22. The Assignment part 2 Get a copy of the prints for yourself Write a compare and contrast essay with a focus on Habits of the Mind Tomorrow, you will discuss your essays with your group then prepare a presentation about these three pictures.

23. The Assignment part 3 Take turns reading your essays to your group Discuss the essays. How are they alike? Can you find a common theme or idea among all the essays. Be prepared to share at least one common idea with the class.

24. The Assignment part 4 Create a presentation discussing the three pictures. You can do a group compare and contrast of the three Or you can use the pictures as support for an expansion of the theme your group cam up with.

25. Presentations Presentations can be computerized or low tech. If you use the computer, I recommend using Smart Notebook to create a circle on the part of the picture you want to focus on. The presentation should be at least 5 minutes and no more than 30 minutes.