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SECTION Section 1 1 Standards-Based Instruction Mining and Railroads

Standards at a Glance Prepare to Read H-SS 8.12.3 Explain how states and the federal government encouraged Reading Skill Vocabulary Builder Students have read how the four-year business expansion through tariffs, Use Definition Clues As you High-Use Words banking, land grants, and subsidies. struggle of the Civil War consumed the read about history, you will come immigrate, p. 455 resources and attention of the nation. H-SS 8.12.4 Discuss entrepreneurs, across unfamiliar words. In this manual, p. 455 Now they will focus on how the govern- industrialists, and bankers in politics, textbook, definitions for many commerce, and industry (e.g., unfamiliar words are included in ment encouraged settlers and railroads Andrew Carnegie, John D. Rock- Key Terms and People the text that surrounds the word. to develop the West. efeller, Leland Stanford). vigilante, p. 454 When you read a word that you do not know, look at nearby sen- subsidy, p. 454 Section Focus Question tences. Perhaps, the unfamiliar transcontinental railroad, p. 455 word is repeated and defined. How did mining and railroads E-LA Reading 8.1.3 draw people to the West? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: people seeking jobs and a Background Knowledge With the Civil War over, the chance to get rich flooded the West.) nation turned its attention to its western frontier. This stretched from the Mississippi River to the Pacific Ocean. The frontier had prairies, Prepare to Read mountains, and forests. Even though Americans thought of it as unsettled, it was the home of Mexican settlers and Native Americans. Build Background Moving west, settlers first crossed the Great Plains. Most of the Plains receives little rainfall and has few trees. Thinking that crops could Knowledge L2 not grow there, settlers called the area the Great American Desert. The section deals with how the West was In this section, you will learn how railroad builders and miners changed by rapid economic development. made the West a vital part of the nation’s economy. Tell students that the land west of the Mississippi was settled relatively quickly Main Idea Boom and Bust compared to the land east of the Missis- Settlement of the West often In many parts of the West, settlement came in a rush. This was sippi. Ask students to make a list of factors came in a rush, but many especially true in areas where prospectors found or . New boomtowns soon died out. that may have contributed to the rapid mining towns sprang up in a flash—but many did not last long. settlement of the West. Use the Idea Wave The Gold Rush of 1849 in excited the nation. Before strategy (TE p. T38) to elicit responses. long, miners spread from California to the Sierra and the Rocky Mountains and to the Black Hills of the Dakota Territory. Set a Purpose L2 ■ Group students into pairs or groups of Use Definition Clues The Just before the Civil War, prospectors four. Distribute the Reading Readiness What is a lode? Write the began searching for gold in the Sierra Nevada. In 1859, two Irish sentence that provides a prospectors found the gold they were looking for. However, a third Guide. Ask students to fill in the first definition. two columns of the chart. man, Henry Comstock, said the claim was on his land. The find became known as the Comstock Lode. A lode is a rich vein of ore. Teaching Resources, Unit 6, At the Comstock Lode, a blue-tinted sand stuck to all the equip-

Reading Readiness Guide, p. 17 ment and made the gold hard to dig out. The blue mud turned out to ■ Use the Numbered Heads strategy (TE be loaded with silver. In fact, the silver was far more valuable than p. T38) to call on students to share one the gold. This was one of the richest silver mines in the world. piece of information they already know 452 Chapter 13 The West Transformed and one piece of information they want to know. The students will return to Universal Access these worksheets later. L3 Advanced Readers L3 Gifted and Talented

Writing a Journal Entry Have each stu- dents have finished, suggest that they dent write a journal entry from the per- present their entries to the class by per- spective of a gold miner, a woman work- forming a dramatic reading. ing in a boomtown, or a railroad worker. Students’ entries must reflect relevant Answer information from the chapter. When stu- Use Definition Clues A lode is a rich vein of ore.

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In the next 20 years, the Comstock Lode produced $300 million worth of silver and made Nevada a center of mining. A tent city near Teach

the mines grew into the boomtown of Virginia City, Nevada. The Boom Spreads After the Civil War, prospectors fanned Boom and Bust out over the West. They found valuable ores in Montana, Idaho, and H-SS 8.12.3, 8.12.4 Colorado. They made a gold strike in South Dakota’s Black Hills. In the 1890s, a gold find drew people from all over the world to Alaska. Instruction L2 Although each strike caused great excitement, few prospectors ■ Vocabulary Builder got rich. The ore was deep underground and expensive to extract. High-Use Words Before teaching this Comstock gave up and sold his mining rights for $11,000 and two section, preteach the high-use words mules. Many other prospectors sold their claims to large mining immigrate and manual using the strate- companies. By the 1880s, western mining had become a big business. gy on TE page 451. Boomtown Life Tent cities like Virginia City often arose Key Terms Following the instructions around the diggings. Soon hotels, stores, and other wood-frame on page 7, have students create a See It– buildings appeared. Mining camps quickly grew into boomtowns. Remember It chart for the Key Terms in Where prospectors went, others followed. Merchants brought this chapter. mule teams hauling tools, food, and clothing. Nothing was cheap in ■ To help the students better understand the boomtown stores. Sometimes, miners paid high prices for bottles the concept of migration, which is of pure drinking water. They did not want to drink from streams that might be polluted with chemicals, like arsenic, used in mining. important to the understanding of this Women who joined the mining boom could make a good living. chapter, use the Concept Lesson Migra- Some opened restaurants. Others washed clothes or took in boarders. tion. Distribute copies of the Concept One woman just baked pies. In a year, she became quite wealthy. Organizer. Nearly half the miners were foreign-born. The streets of the Teaching Resources, Unit 6, mining towns rang with Irish accents as well as Italian, German, Concept Lesson, p. 27; Concept Organizer, p. 7 Spanish, Chinese, and other languages. The foreign miners often faced hostility. For example, laws restricted Chinese miners to claims ■ Read Boom and Bust with students abandoned by others. Mobs often drove the Chinese from towns. using the Structured Silent Reading strategy (TE p. T37). ■ Ask students why most Americans Explore More Video moving west did not settle on the Great Plains. (It did not seem like good farmland.) Discovery School Video To learn more From Boomtown to In the 1870s, ■ about boomtowns and ghost towns, Ask: How did the discovery of gold Virginia City, Nevada, had close to 30,000 inhabitants. view the video. and silver affect the pattern of western When the Comstock Lode ran out, Virginia City became a ghost town. Today it is a thriving tourist settlement? (People looking for gold had attraction. Critical Thinking: Identify originally settled in California. From there, Economic Alternatives Why did Virginia they spread eastward, often drawn by City become a ghost town? How did reports of additional discoveries of gold and it later restore its economy? silver.) ■ Ask: Who was most likely to strike it rich in a boomtown? (business people who supplied the goods and services miners needed) Independent Practice Have students begin filling in the study guide for this section.

Section 1 Mining and Railroads 453 Monitor Progress

History Background As students fill in the Notetaking Study Guide, circulate to make sure individuals The Great American Desert When sur- understand the idea of the frontier and the veyor Stephen Long led his expedition Discovery School Video gold and silver rushes. west in 1820, he thought the region from View the video Boomtown to Ghost Town to the Mississippi to the Rocky Mountains enhance student understanding of the rise and fall of mining towns. resembled the deserts of Siberia. In 1823, Answer Long created a map that labeled the area “The Great American Desert,” and the Identify Economic Alternatives After the name remained. Comstock Lode was depleted, people left Virginia City. Possible answer: It became a tourist attraction.

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Mining and Railroads in The Railroad Boom the West H-SS 8.12.3 Wherever prospectors 50°N discovered gold or silver, Instruction L2 mines sprang up and people WA Tacoma reat Nor ■ G thern R rior poured in. Railroads spread Have students read The Railroad Boom. .R. Duluth upe MT . S R. ND L out to serve the new

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W ° S helped fund the creation of new rail- o New Orleans ut Web Code: myp-6131 120 h San Antonio ern N Pac Houston roads? (Possible answers: Linking the east ific R KEY .R. and west coasts would create more unity in Gulf of Mexico Railroads W 0 km 400 the country, make it easier to ship goods, and E 100 80 90 ° Mining centers W W ° ° 0 miles 400 °

MEXICO W bring more people to the West in order to S W Albers Conic Equal-Area Projection 110 help territories gain statehood.) ■ Have students complete the worksheet The Transcontinental Railroad. Ask Frontier Justice Mining towns sprouted so fast that law and them to summarize the challenges that order were hard to find. Miners formed groups of vigilantes, or self- faced the builders of the first transconti- appointed law keepers. Such groups hunted down bandits and nental railroad. imposed their own rough brands of justice. Teaching Resources, Unit 6, The As boomtowns grew, local residents began to seek more lasting forms of government. Sheriffs, marshals, and judges replaced vigi- Transcontinental Railroad, p. 21 lantes. Colorado, Dakota, and Nevada organized into territories in Independent Practice 1861, followed by Arizona and Idaho in 1863 and Montana in 1864. In some mining towns, all the ore was soon extracted. Mines shut Have students complete the study guide down and miners moved away. With few customers, businesses for this section. failed and merchants left. Boomtowns became ghost towns. Interactive Reading and Notetak-

ing Study Guide, Chapter 13, Section 1 Why did boomtowns use vigilante justice? (Adapted Version also available.) Main Idea The Railroad Boom Monitor Progress Backed by federal aid, railroad Railroads raced to lay track to the mines and boomtowns. They companies had laid tracks from received generous help from the federal government. coast to coast by 1869. ■ As students fill in the Notetaking Study Aid to Railroads Before 1860, railroad lines ended at the Guide, circulate to make sure students Missouri River. Then, the federal government began to offer understand life in boomtowns and the subsidies. Subsidies are grants of land or money. For every mile of expansion of railroads. track, the government gave the railroad 10 square miles of land next ■ Tell students to fill in the last column of to the track. Railroads got more than 180 million acres, an area the the Reading Readiness Guide. Ask them size of Texas. They also received federal loans. to evaluate whether what they learned was what they expected to learn. 454 Chapter 13 The West Transformed Teaching Resources, Unit 6, Universal Access

Reading Readiness Guide, p. 17 L1 English Language Learners L1 Less Proficient Readers L1 Special Needs

Answers Reading a Map To get a visual image of company faced greater geographical chal- the physical barriers that posed problems lenges. (a) the Northern Pacific (b) to the builders of the first transcontinental They could easily transport gold and silver Teaching Resources, Unit 6, railroad, have students complete the work- Railroads Cross the West, p. 23 throughout the country. sheet Railroads Cross the West. Ask stu- Boomtowns were growing dents to share their opinions about which

so rapidly that government-appointed law enforcement was difficult to establish.

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Spanning the Continent Westerners dreamed of a transcontinental railroad, a railroad line that spanned the continent. Assess and Reteach In 1862, Leland Stanford and his partners won the right to build a line eastward from . Their railroad was the Central Assess Progress L2 Pacific. Another railroad, the Union Pacific, would build west from Have students complete Check Your Omaha. When the lines met, tracks would stretch from coast to coast. Progress. Administer the Section Quiz. The railroads hired thousands of workers—native-born whites, Vocabulary Builder Mexican Americans, and African Americans. Workers also immigrated immigrate (IHM mah grayt) v. to Teaching Resources, Unit 6, to the from Mexico and Ireland. The Central Pacific move to a foreign region or country Section Quiz, p. 28 brought 10,000 Chinese to the United States. The work was hazardous, the pay low. Cutting through the Sierra Vocabulary Builder To further assess student understanding, Nevada, Chinese manual laborers were lashed by snow and howling manual (MAN yoo ahl) adj. use the Progress Monitoring Transparency. winds. Avalanches buried weeks of work in moments and killed involving work done by hand Progress Monitoring Transparencies, Chap- workers by the score. Daily progress sometimes came in inches. At last, on May 10, 1869, the two lines met at Promontory, Utah. ter 13, Section 1 Stanford drove the final spike into the last rail with a silver mallet. “It is done,” tapped out a telegrapher. Word flashed across the nation. Reteach L1 If students need more instruction, have Effects of the Railroads New towns sprang up in the West. them read this section in the Interactive People and supplies poured in. Gold and silver poured out. Reading and Notetaking Study Guide and Rapid brought political changes. Nevada complete the accompanying question. became a state in 1864; Colorado in 1876; North Dakota, South Dakota, Montana, and Washington in 1889; Idaho and Wyoming in 1890. Interactive Reading and

How did the railroads change the West? Notetaking Study Guide, Chapter 13, Section 1 (Adapted Version also available.) Looking Back and Ahead Gold and silver discoveries Extend L3 brought boomtowns to the West. Then came railroads and more set- tlers. In the next section, you will read how these developments Tell students that , affected the Native Americans who lived in the West. James Graham Fair, and George Hearst were known as the “silver kings” because Progress Monitoring they made their fortunes from the Com- stock Lode. Have students do Internet Section 1 Check Your Progress For: Self-test with instant help Visit: PHSchool.com research to learn more about these men Web Code: mya-6131 and write a brief paragraph about each. H-SS: 8.12.3, 8.12.4; E-LA: Reading 8.1.3 Have students read their paragraphs to the Comprehension Reading Skill Writing class. and Critical Thinking 3. Use Definition Clues Define the 6. Persuasive writing always centers 1. (a) Recall In 1850, what region term subsidies in the following on an opinion—an idea about of the United States was consid- context, and describe the clue you which there can be disagreement. ered the western frontier? used: Congress offered generous Tell whether each of the following For: Help in starting the Extend (b) Detect Points of View subsidies to railroads. Subsidies are statements expresses an opinion Explain how each of the following grants of land or money. or states a fact. Statements: activity groups viewed the western fron- (a) A valuable gold strike was Visit: PHSchool.com tier: Americans, Spanish settlers, Vocabulary Builder made in South Dakota’s Black Web Code: Mye-0274 Native Americans. Read each sentence. If the sentence Hills. 2. (a) Identify Why did the govern- is true, write YES. If the sentence is (b) The unjust treatment of for- ment believe it was important to not true, write NO and explain why. eign miners was shameful. extend railroad lines west? 4. Vigilante groups in the West were (c) Creating a coast-to-coast rail- (b) Identify Economic Benefits replaced by homesteaders. way was the most important What incentives did the govern- 5. The transcontinental railroad factor in U.S. economic history. Writing Rubric Share this rubric with stu- ment offer to railroad builders to connected the East with the West. (d) Some mining camps quickly dents. extend railroad lines westward? grew into boomtowns. Score 1 Answers inaccurate Section 1 Mining and Railroads 455 Score 2 No details given to support answers Score 3 Some inaccurate details given (b) grants of land and money Section 1 Check Your Progress Score 4 Correct and well-supported 3. Subsidies are grants of land or money. answers 1. (a) all the territory between the Missis- The next sentence gave the definition. sippi River and the Pacific Ocean 4. No, vigilante groups were replaced by (b) Americans viewed the frontier as sheriffs, marshals, and judges. desert that could not support crops but Answer could bring riches through mining; 5. Yes 6. (a) fact They caused new towns to Spanish settlers and Native Americans saw it as their home. (b) opinion develop, leading to rapid population (c) opinion 2. (a) The railroad would quicken the growth that helped western territories (d) fact influx of settlers to the mines and boom- become states. towns. Chapter 13 Section 1 455 ssahCH13book.book Page 456 Wednesday, February 23, 2005 4:00 PM

History-Social Science 8.12.3 Explain how states and the federal Transcontinental Transcontinental government encouraged business expan- sion through tariffs, banking, land grants, Railroad and subsidies. 8.12.4 Discuss entrepreneurs, industrialists, H-SS 8.12.3, 8.12.4 Railroad and bankers in politics, commerce, and

During the Civil War, Congress passed a bill that industry (e.g., Andrew Carnegie, John D. Build Background Rockefeller, Leland Stanford). provided for the construction of a transcontinental Knowledge L2 railroad. The new law assigned two companies to Two Railroads Remind students that in the late 1800s, the build the railroad: the Central Pacific Railroad and The Central Pacific headed east from Sacramento. The Union Pacific headed United States included a large territory in the Union Pacific Railroad. west from Omaha. the West, but it was sparsely settled and, compared to the East, had few developed transportation routes. Have students use the Idea Wave strategy (TE, p. T38) to brainstorm for the challenges settlers may have faced trying to establish themselves in the West before the transcontinental rail- road. Write their ideas on the board. Then, have students list how the transcontinental railroad would have helped the settlers, and write their ideas on the board. Tell students that they will be learning more about the transcontinental railroad in this feature. Instruction ■ Read Geography and History: Transcon- tinental Railroad with students. Ask stu- dents: How did Congress encourage the building of the transcontinental rail- road? (Congress passed a law that provided for the construction of the railroad.) Ask:

Why do you think Congress passed this Cross-Sectional Map of the Central Pacific and Union Pacific Railroads —— Central Pacific Railroad —— Union Pacific Railroad law? (Students’ answers will vary but should show an understanding of the bene- Elevation in feet fits of the transcontinental railroad.) ■ Discuss the building of the transconti- nental railroad. Ask students: Who were some of the workers building the trans- Elevation in feet continental railroad? (Chinese immi- grants, former Civil War soldiers) Ask: Physical Obstacles What were some of the challenges The Union Pacific laid more track than hampered construction efforts on both these workers faced in building the the Central Pacific to complete the rail- lines. The Central Pacific took almost five railroad? (They faced foul weather and rug- road. Foul weather and rugged landscapes years to cross the Sierra Nevada. ged terrain. They had to blast through moun- tains.) 456 Chapter 13 The West Transformed ■ Ask students: How did the transconti- Universal Access nental railroad change the West? (It made settling the West easier, and popula- L1 L1 L3 Gifted and Talented Less Proficient Readers Special Needs tion in the western territories increased. However, Native Americans were hemmed Creating a Poster Have students create how the railroad will change the West, in by the new settlements.) posters recruiting workers to build the despite the challenges that the workers transcontinental railroad. The posters will face in building it. Have students should persuade workers by explaining show their posters to the class.

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Instruction (continued) ■ Display the History Interactive transpar- Understand Effects: ency Transcontinental Railroad. Ask: How long was the railroad? (about 700 Moving West miles) What was the most eastern city The completion of the trans– on the line? (Omaha) What was the most continental railroad paved the western city on the line? (Sacramento) way for increased settlement of the West. Additional railroads Color Transparencies, Transcontinental Rail-

were built in the decades after road 1869, and populations of western territories surged. Native Ameri– cans were increasingly hemmed Monitor Progress in by steady tides of new settlers. Ask students to complete the Analyze Geography and History activity. Circulate Blasting Through Mountains to make sure individuals understand the The Central Pacific recruited large numbers importance of the transcontinental rail- of Chinese workers to build the railroad. Travel the Trans- road. Provide assistance as needed. The workers would climb down steep cliffs continental Railroad in the Sierra Nevada and stuff explosives Independent Practice into the rocks to blast tunnels. Visit: PHSchool.com Web Code: myp-6137 Have students complete the History Inter- active activity online.

For: History Interactive Visit: PHSchool.com Web Code: myp-6137

Writing Rubric Share this rubric with students. Leland Stanford Score 1 Poor organization, does not address topic Score 2 Details and organization often Analyze GEOGRAPHY unclear or incorrect A Golden Spike AND HISTORY Score 3 Good organization, some appro- With the engines No. 119 and Jupiter Write a paragraph describing priate details pulled nose to nose at Promontory, Utah, how geography affected the con- Score 4 Clear organization, ideas well the railroads were joined by a golden struction of the transcontinental supported and developed, strong conclu- railroad. Think about the physical spike on May 10, 1869. Leland Stanford, sion a railroad executive and later governor obstacles each railroad company of California, supervised construction faced along the way. of the Central Pacific.

Geography and History 457

History Background

Chinese Immigrants The Central Pacific white Americans for jobs, and American Railroad hired about 15,000 Chinese immi- sentiment toward the Chinese became grants to help build the transcontinental harsh. In 1882, Congress passed the Chi- railroad. Many were young males who nese Exclusion Act which prohibited the hoped to return to their country with some immigration of Chinese laborers and for- Answer money after working for a while in the bid foreign-born Chinese to become U.S. Analyze GEOGRAPHY AND HISTORY United States. After the transcontinental citizens. Congress repealed the act in 1943, railroad was completed, now-unemployed after China became an ally of the United Student answers should show awareness Chinese immigrants were competing with States during World War II. of the challenges overcome to complete the transcontinental railroad.

Chapter 13 457