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About this Lesson

 
This lesson is based on the National Register of Historic Places registration files, “Baltimore & Ohio Transportation Museum and Mount Clare Station,” “Ellicott City Station,” and other source materials on the development of 19th century transportation. TwHP is sponsored, in part, by the Cultural Resources Training Initiative and Parks as Classrooms programs of the National Park Service. This lesson is one in a series that brings the important stories of historic places into the classrooms across the country.
Where it fits into the curriculum
Topics: This lesson is useful for units aimed at teaching about the process of westward expansion and industrialization during the 19th century. It also focuses on technological advances and their impact on the American way of life.
Time Period: 19th century
 
Relevant United States History Standards
 
Grades K-4
Topic One: Living and Working Together in Families and Communities, Now and Long Ago
Standard 2A: The student understands the history of his or her local community.
Topic Two: The History of the Students' Own State or Region 
Standard 3D: The student understands the interactions among all these groups throughout the history of his or her state.
Standard 3E: The student understands the ideas that were significant in the development of the state and that helped to forge its unique identity.
 
Grades 5-12
Era 4: Expansion and Reform (1801-1861)
STANDARD 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.
Standard 2A: The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development. 
 
 
 
 
 
Relevant Maryland Voluntary State Curriculum Standards for Social Studies
 
 
 
Grade 3
 
Standard 3.0 Geography: Students will use geographic concepts and processes to  to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
3.0A. Using Geographic Tools
Indicator 1. Use geographic tools to locate and construct meaning about places on Earth
3.0B. Geographic Characteristics of Places and Regions
Indicator 1. Compare places and regions around the world using geographic characteristics
3.0C. Movement of People, Goods and Ideas
Indicator 1. Describe how transportation and communication networks link places through the movement of people, goods, and ideas
 
Standard 4.0 Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
4.0A. Scarcity and Economic Decision-making
Indicator 1. Explain that people must make choices because resources are limited relative to unlimited wants for goods and services
Indicator 3. Examine how technology affects the way people, live, work, and play
4.0B. Economic Systems and the Role of the Government in the Economy
Indicator 1. Describe different types of markets
Indicator 3. Describe how consumers acquire goods and services
 
Standard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.
5.0A. Individuals and Societies Change Over Time
Indicator 1. Examine differences between past and present time
Indicator 2. Investigate how people lived in the past using a variety of sources
 
Grade 4
Standard 3.0 Geography: Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.
3.0A. Using Geographic Tools
Indicator 1. Use geographic tools to locate places and describe the human and physical characteristics of those places
3.0B.Geographic Characteristics of Places and Regions
Indicator 1. Describe similarities and differences of regions by using geographic characteristics
3.0C. Movement of People, Goods and Ideas
Indicator 1. Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States 
 
Standard 4.0 Economics: Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.
4.0A. Scarcity and Economic Decision-making
Indicator 1. Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present.
Indicator 2. Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland.
Indicator 3. Examine how technological changes have affected production and consumption in Maryland
4.0B. Economic Systems and the Role of the Government in the Economy
Indicator 1. Describe the types of economic systems in Maryland
Indicator 2. Describethe role of government in regulating economic activity and providing goods and services
 
Standard 5.0 History: Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States.
5.0C. Conflict between Ideas and Institutions
Indicator 2. Explain the political, cultural, economic and social changes in Maryland during the early 1800s
 
Grades 3-5
Standard 6.0 Social Studies Skills and Processes: Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.
6.0A. Read to Learn and Construct Meaning about Social Studies
Indicator 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
Indicator 2. Use strategies to prepare for reading (before reading)
Indicator 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
6.0B. Write to Learn and Communicate Social Studies Understandings
Indicator 1. Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings
Indicator 2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform
Indicator 3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade
6.0C. Ask Social Studies Questions
Indicator 1. Identify a topic that requires further study
Indicator 2. Identify a problem/situation that requires further study
6.0D. Acquire Social Studies Information
1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
2. Engage in field work that relates to the topic/ situation/ problem being studied
6.0F. Analyze Social Studies Information
1. Interpret information from primary and secondary sources
2. Evaluate information from a variety of sources
3. Synthesize information from a variety of sources
6.0G. Answer Social Studies Questions
1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources
2. Use historic contexts to answer questions
 
Objectives for students
 
  1. To describe the development of the B&O Railroad as the nation’s first commercial railroad.
  2. To explain the impact the railroad industry had on the American way of life.

 


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