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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. The readings and other exercises are designed to reinforce student skills in the areas of critical thinking, interpretation, and observation related to the history of transportation and technology.
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 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
3.0C. 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
 
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
 
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
 
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 1800s
 
Grade 5
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.

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