Transportation in the History of Chicago Teaching Guide
Transportation, the movement of goods and people over a certain distance, is at the core of the development of human civilization.
By using the city of Chicago as a point of reference, students will be able to relate their own condition to history.
This module is designed for third grade students in the Chicago Public Schools. It could also be used by private school students or any other young people (or adults) interested in the early history of Chicago.
Reading at a 2nd grade level
Use of Internet browsers
Use of mouse
The subject matter of this module will include:
Internet-linked computer with browser (version 4.0
recommended) for each student or group of students.
These are the State Goals and Chicago Academic Standards and Framework Statements relevant to this module:
STATE GOAL 5: USE THE LANGUAGE ARTS FOR INQUIRY AND RESEARCH TO ACQUIRE, ORGANIZE, ANALYZE, EVALUATE, AND COMMUNICATE INFORMATION.
CAS A. Conduct basic research using a variety of technological tools and research.
CFS 1. Ask how and why questions: interviews. surveys. conferences.
2. Locate information in reference materials: examine pictures and charts. use a table of contents. use indexes.
3.Use glossaries, dictionaries, encyclopedias, other reference books, and available technology to answer questions.
4.Gather and use information to gain knowledge, solve problems, and support positions.
7.Present research findings in appropriate written
and oral formats.
STATE GOAL 10: COLLECT, ORGANIZE, AND ANALYZE DATA USING STATISTICAL METHODS TO PREDICT RESULTS AND INTERPRET UNCERTAINTY AND CHANGE IN PRACTICAL APPLICATIONS.
CAS A. Collect, organize, and display a set of data using pictures, tallies, tables, charts, lines, or bar graphs, noting patterns, relationships, and changes over time.
CFS 1. Read and interpret information on various kinds of graphs and draw/construct various kinds of graphs from data, objects and drawings.
2. Compare sets of data (e.g., more girls walk to school than boys in the 3rd grade; in our class the favorite color was blue, but it was red in Mrs. Frank's class) from tallies, charts, line, and bar graphs.
3. Describe and explain data, graphs, patterns, and relationships clearly and logically and support statements by linking them to the data.
CAS B. Formulate questions of interest; design surveys or experiments to answer the questions, gather data, explain how the data will answer the question, and communicate results.
CFS 1. Develop questions that are clear and answerable (e.g., daily temperature, lunch count, attendance).
2.Identify data needed to answer questions.
3.Create effective and efficient methods for collecting and recording data gathered.
4.Communicate the results of a survey or experiment
STATE GOAL 13: HAVE A WORKING KNOWLEDGE OF THE RELATIONSHIPS AMONG SCIENCE, TECHNOLOGY, AND SOCIETY IN HISTORICAL AND CONTEMPORARY CONTEXTS.
CAS A. Identify and describe major technological changes and their effects on people, tools, and nature.
CFS 1.Describe ways that technology is helping to solve the problems of pollution (e.g., water treatment, recycling).
2.Describe effects that technology can have on various environments around the world (e.g., greenhouse effect, replacing CFC's).
3.Identify examples of the disruption of food webs by modem technology and the implications of such interruptions (e.g., draining wetlands, ozone depletion).
CAS B. Demonstrate understanding of conservation and the need to protect renewable and non-renewable natural resources.
CFS 1.List causes of pollution, its effects on plant and animal life, and possible ways of reducing or preventing it.
2.Investigate, develop, and demonstrate conservation practices for renewable resources (e.g., reducing, reusing, recycling, replanting trees).
CAS C. Describe historical roles of people and societies in the development of current scientific knowledge.
CFS 1.Read about and describe science-related careers and avocations.
2.Read about and describe contributions of both male
and female scientists, including those with physical disabilities, from
a wide variety of cultures.
STATE GOAL 15: UNDERSTAND, ANALYZE, AND COMPARE ECONOMIC SYSTEMS, WITH AN EMPHASIS ON THE UNITED STATES.
CAS B. Illustrate how the availability and use of natural, human, and capital resources affect the quality of life and the natural environment
CFS 1.Explain why conserving resources benefits society.
CAS D. Identify and describe the roles and relationships of the various individuals, groups, and institutions that make up economic systems (eg., producers, consumers, workers, banks, labor unions, government agencies, small businesses, corporations).
CFS 1.Describe economic networks common in everyday life (e.g., transportation systems that move people to and from school and work, food distribution systems that supply supermarkets and restaurants).
2.Describe how demand and scarcity affect the choices consumers and producers make about what goods and services to buy and sell.
CAS E. Describe and discuss characteristics of the work world and the role of laborers who supply our basic needs.
CFS 1.Describe how communities depend on workers and how workers contribute to the equality of life.
2.Explain why specialized jobs (e.g., astronaut, neurologist, psychiatrist, attorney, air traff ic controller, systems analyst, school principal, carpenter, plumber) require extensive training before people can perform them.
STATE GOAL 16: UNDERSTAND AND ANALYZE EVENTS, TRENDS, INDIVIDUALS AND MOVEMENTS SHAPING THE HISTORY OF ILLINOIS, THE UNITED STATES AND OTHER NATIONS.
CAS A. Analyze the historical development of communities in the Midwest and the United States (eg., settlement, statehood, wars, technological developments).
CFS 1.Explain the chronological development of Chicago and the Midwest in a national context and describe significant eras and events in that development (e.g., indigenous inhabitation, settlement, industrialization, immigration, urbanization).
2.Compare and contrast current lifestyles with those
of selected eras in United States history (e.g., colonial New England,
the Civil War South, the Great Depression in the major cities).
STATE GOAL 17:
DEMONSTRATE A KNOWLEDGE OF WORLD GEOGRAPHY, AS WELL AS AN UNDERSTANDING OF THE EFFECTS OF GEOGRAPHY ON SOCIETY, WITH AN EMPHASIS ON THE UNITED STATES.
CAS A. Demonstrate a basic understanding of direction, size, shape, distance, relative and absolute location, and other geographic representations.
CFS 1.Explain basic geographic concepts such as
location, place, direction, distance, scale, movement, and region.
Explain the relationship between the physical (eg., climate, landform, resources) and human characteristics (eg., settlements, population, language) of places and describe how they have changed over time.
CFS 1.Identify the factors that affect where people
choose to settle (e.g., the availability of transportation and
resources, climate, jobs).
2.Describe how places are connected by the movement
of goods and services, ideas, and
3.Describe patterns of change that occur in places,
4.Describe the specific topography of Chicago and explain its effect on the growth of the communities within the city.
CAS D. Describe the relationship between human activity
and the natural environment (e.g., natural disasters,
CFS 1.Identify the spatial distribution of selected resources (e.g., coal, petroleum, forests).
2.Using Chicago examples, describe how transportation systems can affect the physical environment in positive and negative ways.
Around the World in the 1890s: Photographs from the World Transportation Commission, 1894-96 (The World's Transportation Commission Photograph Collection contains nearly nine hundred images by American photographer William Henry Jackson. In addition to railroads, elephants, camels, horses, sleds and sleighs, sedan chairs, rickshaws, and other types of transportation, Jackson photographed city views, street and harbor scenes, landscapes, local inhabitants, and Commission members as they travelled through North Africa, Asia, Australia, and Oceania. )
These maps document the development and status of transportation and communication systems on the national, state, and local level. Transportation maps can depict canal and river systems, cycling routes, railway lines and systems, roads and road networks, and traffic patterns. Communication maps illustrate the location and distribution of telegraph routes, telephone systems and radio coverage.
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This page last modified by Julia Borst Brazas on August 2, 2005