1. Lesson 1: Introduce the Unit and place into historical context of transportation and communication challenges resulting from California gold rush
1.1. Social Studies Strand: History, Economics
1.2. Who, What, Why, When, Where, and How
1.3. Lesson: Connect to growth of California from Gold Rush unit building KWL chart on the need for transportation and communication improvements.
1.4. Activity: Write a newspaper editorial calling for action to build the railroad
1.4.1. DoK
1.4.1.1. Level One: Recall Who, What, Why, When, Where
1.4.1.2. Level Two: Skill/Concept Make Observations. Interpret. Infer. Predict. Compare.
1.4.2. Multiple Intelligences:
1.4.2.1. 1. Verbal-linguistic intelligence
1.4.2.2. 6. Interpersonal intelligence
2. Lesson 2: Introduce the parallel ELA reading and journals using historical narrative from young adult perspective to engage with life in mid-1800s
2.1. CCSS Integration English Language Arts
2.2. Social Studies Strand: History, Culture, Geography
2.3. Lesson: Google Lit Trip journal reading
2.4. Assignment: Reading with Journal entry
2.4.1. DoK
2.4.1.1. Level One: Recall Who, What, Why, When, Where
2.4.1.2. Level Two: Skill/Concept Make Observations. Interpret. Infer. Predict. Compare.
2.4.1.3. Level Three: Strategic Thinking Assess, Compare, Draw Conclusions, Cite Evidence, Revise
2.4.2. Multiple Intelligences:
2.4.2.1. 1. Verbal-linguistic intelligence
2.4.2.2. 6. Interpersonal intelligence
2.4.2.3. 7. Intrapersonal
2.5. Great RR Race: Overview and Team Asignment
3. Lesson 3: Appreciate the challenges of completing a railroad across the country with a focus on the natural features and distances involved
3.1. Social Studies Strand: Geography
3.2. CCSS.MATH.CONTENT.4.MD.C.5
3.3. Where, How
3.4. Lesson: Google Earth route exploration
3.5. Assignment: Compile a list of geographical locations, challenges and railroad solutions. Decide which team UP or CP will have the most difficult work ahead
3.5.1. DoK
3.5.1.1. Level One: Recall Identify. List. Measure.
3.5.1.2. Level Two: Skill/Concept Make Observations. Interpret. Infer. Cause/Effect. Compare.
3.5.1.3. Level Three: Strategic Thinking Assess, Compare, Draw Conclusions, Formulate
3.5.2. Multiple Intelligences:
3.5.2.1. 2. Logical-mathematical intelligence
3.5.2.2. 3. Spatial-visual intelligence
3.6. Great RR Race Task #1: Postcard Exchange (CP/UP)
4. Lesson 4: Appreciate the key roles, personalities and groups that contributed to the railroad, including financiers, workers (including foreman), surveyors, immigrants
4.1. Social Studies Strand: Economics, History
4.2. Who
4.3. Lesson: WebQuest biographical research
4.4. Assignment: Journal entry reflecting contribution and challenges faced by the person or group of people involved in the railroad
4.4.1. DoK
4.4.1.1. Level One: Recall Identify. Name. State.
4.4.1.2. Level Two: Skill/Concept Organize. Summarize. Relate.
4.4.1.3. Level Three: Strategic Thinking Cite Evidence, Draw Conclusions. Compare. Assess.
4.4.2. Multiple Intelligences:
4.4.2.1. 1. Verbal-linguistic intelligence
4.4.2.2. 6. Interpersonal intelligence
4.4.2.3. 7. Intrapersonal
4.5. Great RR Race Task Two: Which role was most important?
5. Lesson 5: Understand the role of folk music and legends to the people working on the railroad
5.1. VAPA: Music
5.2. Social Studies Strand: Culture
5.3. Who
5.4. Lesson: Listen to railroad songs past and present for the stories and how the elements of music emphasize them.
5.5. Assignment: Compare and Contrast songs in journal. Focus on the Ballad of John Henry
5.5.1. DoK
5.5.1.1. Level One: Recall Recognize. Match.
5.5.1.2. Level Two: Skill/Concept Make Observations. Interpret. Distinguish. Classify
5.5.1.3. Level Three: Strategic Thinking Assess. Critique. Compare.
5.5.2. Multiple Intelligences:
5.5.2.1. 1. Verbal-linguistic intelligence
5.5.2.2. 5. Musical intelligences
5.5.2.3. 6. Interpersonal intelligence
5.5.2.4. 7. Intrapersonal
5.6. Great RR Race Task 3: create lyrics reflecting a historical element of railroad work to fit one of the song melodies
6. Lesson 6: Appreciate the contributions of and challenges faced by the Chinese immigrants working on the railroad
6.1. Who
6.2. Social Studies Strand: Culture
6.3. VAPA: Visual Arts
6.4. Lesson: Read the story Coolie with special attention to how the illustrations bring the contributions and challenges to life
6.5. Assignment: journal entry based on an event from Coolies, supported by details from the illustrations. Create a sketch.
6.5.1. DoK
6.5.1.1. Level Two: Skill/Concept Distinguish. Use Contextual Clues. Interpret. Show.
6.5.2. Multiple Intelligences:
6.5.2.1. 1. Verbal-linguistic intelligence
6.5.2.2. 3. Spatial-visual intelligence
6.6. Great RR Race Task 4: create a visual component for a class mural representing the contribution of the Chinese
7. Lesson 7: Appreciate the impact of the telegraph which accompanied the railroad to connect the nation
7.1. What
7.2. Social Studies Strand: History
7.3. NGSS Link to applied science of electricity, magnets and electromagnetism to show how the telegraph works
7.4. Lesson: Use Morse code as a way to understand the "language" required to use the technology of the telegraph
7.5. Assignment: Use paper and computer simulations to translate messages with partners
7.5.1. DoK
7.5.1.1. Level Two: Skill/Concept Make Observations Interpret, Relate, Infer
7.5.2. Multiple Intelligences:
7.5.2.1. 1. Verbal-linguistic intelligence
7.5.2.2. 2. Logical-mathematical intelligence
7.5.2.3. 4. Bodily-kinesthetic intelligence
7.6. Great RR Race Task "Surprise" conclusion of Task One (the postcard exchange intentionally didn't complete due to time required so use our new telegraph to complete that task
8. Lesson 8: Celebrate the completion of the Transcontinental Railroad at Promontory and review the results, with an appreciation for how new challenges will arise as a result
8.1. Social Studies Strand: History, Culture, Economics, Ethics
8.2. Revisit Who, What, Why, When, Where, and How
8.3. Lesson: Start with the Ten Mile Day achievement to review all the things learned about what it took to complete the railroad. Assess the impact on the stakeholders from the unit.
8.4. Assignment: Write a news article celebrating the anniversary of the completion of the Transcontinental Railroad reflecting on the impact during and after on all stakeholders
8.4.1. DoK
8.4.1.1. Level One: Make Observations. Interpret. Infer. Predict. Compare.
8.4.1.2. Level Two: Skill/Concept Make Observations. Interpret. Infer. Predict. Compare.
8.4.2. Multiple Intelligences:
8.4.2.1. 1. Verbal-linguistic intelligence
8.4.2.2. 6. Interpersonal intelligence
8.4.2.3. 7. Intrapersonal