Planes, Trains and Automobiles - Teacher Notes

Introduction

This activity will provide students with the opportunity to evaluate various modes of transportation used for immigration during the past century. Students will use the People of Sacramento Software to gather information about types of transportation. They will also gather information about the types of transportation used by different ethnic groups in immigrating to Sacramento. Finally, they will interview a twentieth century immigrant, about transportation used in reaching Sacramento.

Objectives

• Students will use search tools to research the topic of transportation in relation to immigration.
• Students will demonstrate an understanding of the pros and cons of several modes of transportation.
• Students will demonstrate an understanding of the role transportation has played in the history of Sacramento.

Time Required

3 - 4 Class Periods

Recommended Grade Levels

Grades 4 - 8

Curriculum Fit

Grade 4 - California: A Changing State

Students learn the story of their home state, unique in American history in terms of its many waves of immigration, and its continuous diversity.

4.3 Students explain the economic, social, and political life of California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and California statehood, in terms of:

2. comparisons of how and why people traveled to California and the routes they traveled (e.g., biographies and legends of James Beckwourth, Jedediah Smith, John C. Fremount, Juan Cabrillo)

Grade 5 - United States History and Geography

Students study the development of the nation with an emphasis on the population: who was already here, when and from where others arrived, and why people came.

5.8 Students trace the colonization, immigration, and settlement patterns of American people from 1787 to the mid-1800's, with emphasis on the defining role of economic incentives and the effects of the physical and political geography and transportation systems, in terms of:

1. the waves of immigration from Europe between 1789 and 1850 and their modes of transportation as they advanced into the Ohio and Mississippi Valley and through the Cumberland Gap (e.g., overland wagons, canals, flat boats, steamboats)

Grades 6 - 8 - Historical and Social Sciences Analysis Skills

Chronological and Spatial Thinking

1. students explain how major events are related to each other in time
2. students construct various time lines of key events, people, and periods of the historical era being studied
3. students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems

Research, Evidence and Points of View

1. students frame questions that can be answered by historical study and research
2. students distinguish from fact and opinion in historical narratives and stories
3. students distinguish between relevant and irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories
4. students assess the credibility of primary and secondary sources and draw sound conclusions from them
5. students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives)

Historical Interpretation

1. students explain the central issues and problems of the past, placing people and events in a matrix of time and place
2. students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations
3. students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns
4. students recognize the role of chance, oversight, and error in history
5. students recognize interpretations of history are subject to change as new information is uncovered
6. students interpret basic indicators of economic performance and conduct cost/benefit and analyses in order to analyze economic and political issues

Materials

Books:
Holden, William M. Sacramento: Excursions Into Its History and Natural Rivers. Two Rivers Publishing, 1991.
Pelta, Kathy. Bridging the Golden Gate. Lerner, 1987.
Uchida, Yoshiko. Journey Home. Macmillan, 1982.
Von Tscharner, Renata and Ronald L. Fleming. New Providence: A Changing Cityscape. Gulliver Books, 1987.

Software:
People of Sacramento CD-ROM or Web site

Internet Resources:
California Railroad Museum: http://www.csrmf.org/
Electric Railway Historical Association: http://www.erha.org/
Library of Congress/American Memory/Transportation: http://lcweb2.loc.gov/ammem/wtc/wtchome.html
U.S. Department of Transportation: http://www.dot.gov/
Ellis Island: http://www.ellisisland.org/
Smithsonian Air and Space Museum: http://www.nasm.edu/
Smithsonian Institution: http://www.si.edu
Covered Wagons: http://www.goldrushwagontrain.com/

Instructional Procedure:

• Distribute copies of student directions.
• Help students to brainstorm modes of transportation.
• Review search techniques using People of Sacramento software.
• Allow time for students to identify pictures of four different types of transportation and complete matrix with pros and cons for each.
• Allow time for students to search for pictures of forms of transportation used by different ethnic groups in immigrating to Sacramento.
• Help students to find twentieth century immigrants to interview about transportation.
• Provide time for students to conduct interviews.
• Ask students to write about what they have learned about transportation and allow time for them to share their findings with the class.
• Provide time for the completion of research and posters about mode of transportation.
• Allow time for students to share their posters.

Evaluation/ Assessment

The teacher can evaluate student completion of the objectives by reviewing the completed matrices and the student's writing and observations about transportation as it relates to immigration. Posters can be assessed for content and presentation. Teacher may choose to use and/or modify the attached analytical rubrics for assessment of social science thinking and language arts skills.

Extensions

• The Sacramento Railroad Museum could provide students with the opportunity to investigate one form of transportation more thoroughly.
• Students may wish to gather more information about transportation using the People of Sacramento software to search for images. A more extensive written report can be written to compare and contrast modes of transportation.
• Using the People of Sacramento images, students could build HyperStudio stacks or web sites about the history of transportation in California. These programs could also be used as a presentation tool in place of the poster.

View Lesson Plans

Lesson developed by Heidi Dettwiller, San Juan Unified School District.