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Teacher's Packet |
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Instructions THEME: The completion of the transcontinental railroad not only made it easier to transport goods and people across the country, it also put an end to the hard work of the thousands of immigrant railroad workers and Americans who constructed the railroad. Its completion was cause for much celebration, that's why the Golden Spike Ceremony took place. SUBJECTS: Language Arts, History, Drama OBJECTIVES: To gain an understanding of why there was a celebration after the completion of the railroad. METHOD: Before preparing the reenactment, the students should understand why there was a celebration. This understanding will come from discussing the reasons why a transcontinental railroad was needed, and also briefly discussing the hardships the men suffered while building it. Then the teacher can assign roles and the students will prepare to reenact the ceremony from 1869. BACKGROUND: Before the transcontinental railroad was completed, getting from the East to West coast of this country was an arduous task. Traveling and transportation of goods was done by ocean (on steam ship via the Panama isthmus or on ship around Cape Horn), or across land (by wagon train, stage, etc.). This made it difficult to transport the raw materials from the West to the factories of the East, and likewise, to bring the finished products from the East markets in the West. This obstacle was a great hindrance to a growing country. The completion of the railroad would give everyone reason to celebrate, whether you were a merchant or farmer, miner or factory owner, homesteader or traveler. Construction of the railroad was also a monumental task. It required the work of more than 20,000 men, working ten hour days, six days a week, over the course of four years. The Central Pacific Railroad (CPRR) hired mostly Chinese and paid them a less than a dollar a day to work that most men would not do for so little. They used black powder to blast their way through the Sierra Nevada Mountains, though the snow drifted in excess of forty feet. They suffered through the alkali deserts of Nevada where the heat was almost unbearable and water was scarce. Near the completion of the railroad they set a record of track laying that is yet to be beaten, ten miles in one day. Though it was eight Irishmen that actually laid the rails, it was the Chinese who built the grade, laid the ties, straightened the rails, and drove in the spikes. The Union Pacific Railroad (UPRR) hired Americans and many other nationalities, prominent among them were the Irish. Constructing across the flat plains of Nebraska was considerably easier than the Sierra Nevada Mountains that the CPRR suffered through. One problem they ran into was spring flooding. Spring rains and melting snow repeatedly washed out the track. Another factor that slowed the progress of construction was the conflict with the Native Americans who called the Plain their home. They didn't like the railroad coming onto their land bringing settlers and soldiers, so they often tore up the tracks or attacked the workers. The workers themselves could also slow progress by holding strikes, refusing to work until the officials gave them better pay or better working conditions. So you can see that construction of the railroad was a tremendous undertaking. The workers were separated from their families and friends, and were doing extremely difficult work. They were proud of their work and glad to celebrate the new route which reached from East to West. PROCEDURE: Discuss with the class the reasons why a transcontinental railroad was needed. Explain that upon its completion many things would be made easier such as travel and transportation of goods, and commerce would be improved. Also discuss why the people who were a part of its construction would have a reason to celebrate. Now that the students understand why a celebration was held, they will appreciate and understand the celebration. Assign parts and have the students start learning their roles. The students who don't get a speaking part will be members of either the Mormon Band from Salt Lake City, or members of the 21st Infantry Band. After the introduction by the Narrator, first the Mormon Band sings a verse of "I've been Workin' On the Railroad, and then the 21st Infantry Band sings "Battle Hymn of the Republic" (you can substitute other songs that the students may be more familiar with). Players in the band also double as the members of the audience and cheer at the appropriate places. Note: At Golden Spike NHS a Park Ranger will be present for assistance. However, teachers are to supervise the reenactment. EXTENSION: *Use the script that fits the level your students are reading at. Grade 4-6 - Grade 7-9 *For an added challenge, have the students memorize their parts. EVALUATION: Students can be evaluated by their preparation and performance of the reenactment. NOTE TO TEACHER: It is not actually necessary to come to Golden Spike NHS to do the reenactment, it can be done at your school. However, if your class does come to Golden Spike on a field trip, you will be provided with props such as hats, replica spikes, mauls, etc. The replica locomotives will be provided as a backdrop to your reenactment in the very location that the original ceremony took place (if you come during the time of the year that the locomotives are in operation). Grades: 4-12 Duration: one class period to introduce the activity and to assign parts, three to four class periods for rehearsal, plus the students may need to devote some free time to rehearsing their parts. Group size: any Setting: classroom for discussion and rehearsal, Golden Spike NHS for the actual reenactment (optional). NOTE TO TEACHERS REGARDING REENACTMENT: Teachers are encouraged to make copies of the script ( grades 4-6 or grades 7-9) and assign roles, to both boys and girls, to reenact the skit when they visit Golden Spike NHS. The students do not necessarily have to memorize all of their lines, they can read their scripts. But they should know them well enough that they can keep up without getting lost. Some props are available on site for the skit such as hats, a telegraph key, spikes, mauls, etc. Those not assigned a specific role can portray the army band, the Mormon band, and the original audience, cheering at the appropriate times. STAGE: The diagram indicates the places where each spike is placed in the pre-drilled holes. Tracks run east to west. If one looks east, the rail on the right is the south rail.
Laurel tie 1. Hewes golden spike, "Last Spike" - given to Durant by Harkness 2. Second golden spike, "San Francisco Spike" -given to Durant by Harkness 3. Silver spike, "Nevada Comstock Lode Silver Spike" - given to Stanford by Tritle 4. Combination spike, "Arizona Spike" - given to Stanford by Safford 5. The last spike, "Iron Spike", wired to the telegraph line *If the class come to Golden Spike during the time the locomotives are in operation, the reenactment will take place between the two locomotives. The "Jupiter" will be on the west and the "119" will be on the east. |
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