Teacher's Packet

Teacher's Packet Oral Histories Articles Historic Research Students	How the Transcontinental Railroad Affected Utah
Instructions THEME: When Utah was first settled, it was very isolated. That was one reason why the Mormons came here in the first place. They wanted to be left alone. But they were not alone for long. The railroad came to Utah in 1869, and with it came an end to Utah's isolation. SUBJECTS: Social Studies, Geography, Language Arts OBJECTIVES: Students will be able to describe the impact the railroad had on Utah, listing some of the changes the railroad brought. METHOD: The students will accomplish the learning objectives by using the provided worksheet, and through class discussion. BACKGROUND: When Utah was first settled, it was very isolated. People came to Utah to live. Those who came by wagon train, by horse, and by handcarts traveled about eighty days to reach Utah from Missouri. Others came by stage coach. They took only fourteen days to reach Utah from Missouri. Letters and other mail also came to Utah by stage, until the Pony Express was organized. It is 1000 miles from Salt Lake City to Independence, Missouri. To travel to Independence to purchase supplies, and then travel back to Salt Lake City took a wagon train a whole summer. These wagon trains brought supplies of sugar, soap, tea, hats, shoes, clothes, nails, and bullets to Utah. They also brought many other things that people used, ate, and wore. All the products made or raised by people living in Utah had to be sold locally, or shipped by wagon train to Missouri or California. This was expensive, and made it difficult for merchants to make any money. When the first transcontinental railroad was completed it brought many changes to the whole country. One of the changes it brought to Utah was how fast people could travel. Traveling to Utah by rail form Missouri took only three days. The railroad also made it easier to buy and sell goods. The people living in Utah could transport grain, fruit, and other food to the whole country before it spoiled. They could buy supplies like stoves and other equipment from the Eastern market at a lower price because cost of shipping was reduced. The railroad also caused the mining in Utah to boom. Utah was rich in minerals such as silver, gold, lead, zinc, copper, and coal. But before the railroad, there was no way to ship large amounts of minerals out of Utah. Because of this new booming market for minerals, many people moved to Utah to work in the mines. People came from countries like Greece, Italy, China and Austria. Some came only for a short time, others wanted to live here. This had an impact on the communities, making the Mormons less of a majority, and speeding up the changes already in progress in the local government and school systems. PROCEDURE: Discuss the information listed in the background with the students. Then discuss the following questions as a class, to help the students start thinking about the affects of the railroad on their lives: Every day tons and tons of goods come to Utah. Some come by trucks, some come by train, and some come by airplane. How many things are in your schoolroom that had to be transported here from another part of the country or another part of the world? What about your books? What the paper you write on or the pencil you write with? What about the things you eat for school lunch? What about the coal used to heat the school? Would Utah be more or less self-sufficient if it hadn't been for the railroad? After the discussion hand out the provided worksheet. The students can work on the questions individually, in cooperative groups, or with the whole class under the teacher's direction. EXTENSION: * Writing assignment: Imagine yourself living in Utah Territory in 1869. You just received news that the railroad is finally completed. Write a diary entry describing your excitement about the event. Describe your family's occupation and how you think it will be affected now that the transcontinental railroad passes through the state. * For younger grades, draw a picture of some of the things people got from the railroad when the railroad was first completed. EVALUATION: Students can be evaluated on the completeness of the work sheet and or the extensions. Grades: 1-6 Duration: one class period, two class periods if you do the extension Group size: any Setting: classroom Key vocabulary: isolation - transportation - transcontinental - minerals - supplies - communication - tourists Sources: *Discovering Utah, by Nancy D. and John S. McCormick * Utah! by Willard and Celia Luce