Through this series of lessons, I aim to impart an understanding not only of the history of

the Transcontinental Railroad, but of the economic reasons for its construction, the engineering

innovation that it spurred, the manner in which the railroad was viewed and portrayed, and its

ultimate legacy for the State of California. Realizing that a comprehensive approach is not

possible in the timeframe of a week, I emphasize critical thinking and analytical skills;

developing an understanding of history by deriving meaning for themselves. The first lesson

serves as an introduction to the railroad: the students are introduced to some of the railroads

most influential backers, such as Theodore Judah and Leland Stanford, as well as a timeline

that includes key moments in construction. To reinforce this timeline, the students start with a

brief activity matching events to dates. Also introduced on the first day are the politics of the

railroads location. Given a topographical map of the United States in 1860, the students are

asked to find an optimal route to California from the East Coast, avoiding the Sierra Nevada. As

the only feasible paths run through the North (and Midwest) and South (including the Gadsden

Purchase), the engineering challenge that a railroad through the middle of the country

presented is clear. This activity also presents an opportunity to briefly discuss Reconstruction

and why Northern legislators did not opt for a less challenging route to construct.

The second day centers on the trade motivations behind the railroad and its economic

impact in the first decade following its construction. To communicate why the railroad was

necessary, the students take a map of the Americas and try to find an optimal route to California

without crossing the continent. In this manner, students are able, using their geographical

intuition, to derive the reason for, rather than simply read about the journey across Panama, and

circumnavigating the tip of Chile. The land-grant system is also introduced, using authentic

records from 1911 that document the transfer of land from the Central Pacific Railroad
Company to a private client. The students will also analyze a poster for iceberg lettuce from

Salinas, and consider for whom the railroad was helpful.

The curriculum then turns to the innovations that were developed or used as a result of

the Transcontinental Railroad: specifically the railroad coupler, nitroglycerin, and standardized

time zones. By physically constructing the successive coupler designs, students will be able to

assess the strengths and shortcomings of each, as well as understand the essential role of a

seemingly mundane piece of technology. By constructing their own coupler, the students take

part in the design process for themselves. The students also gain exposure to primary sources

through the article and subsequent discussion regarding nitroglycerin and its usage. Here,

students contend with the possible advantages of the dangerous explosive, and must decide for

themselves if it is worth the risk. Finally, the notion of standardized time is taken for granted,

and relating timekeeping to the railroad will help them see the role of the railroad as a

connector; rather than large swaths of the country following the same clock, the pre-railroad

world relied on a provincial system of timekeeping. Through drawing that distinction, students

will be better able to appreciate the scope of the railroads influence. By designing their own

time-zones, students are asked to tie their knowledge of western expansion to the concept of

standardized time, further shedding light on its origins.

The fourth day on photography starts the focus on analysis. By contrasting the work of

Alfred Hart with Andrew Russell, students build off their observations about photographic

technique to expose artistic intention, ultimately tying into two different models of railroad

management. The students are asked to view the photo sets not only in the context of each

other but in the context of an essay by Glenn Willumson. Here, the students are tasked with

identifying Williamson's argument and either supporting or refuting it with their prior
observations. In this manner, the students start to not only be understanders of history but

historians themselves.

The final day relates to the railroads lasting impact on California, specifically, through

the lens of Sacramento. By examining the citys population growth, infrastructure development,

and activation due to the railroad as well as considering broader issues such as the treatment

of Chinese immigrants, students will be asked to create a poster advertising Sacramento's

positive attributes, as if they were a member of the railroad company themselves. Here, taking

the lessons from the prior daywith Hart and Russels techniques in mindthe students set out

to convey meaning rather than exclusively analyze it.