Lesson Plans for Grades K-12

recommended for GRADES 9-12

Developing a Gateway to the West: A Chicago Success Story
Kevin Clary (South Stokes High School – Walnut Cove, NC)
Richard Mertz (Oak Park/River Forest High School – Oak Park, IL)

Core Map
Colton’s Railroad and Military Map of the United States, Mexico, The West Indies, etc. New York: J.H. Colton, 1862. Newberry Library Call number: map G1081.18

Overview
By examining the core map students will gain an understanding of how various factors influence a city’s development.

Objectives

1. Identify various topographic features that contribute to the growth of a city.
2. Identify various technological innovations that contribute to the growth of a city.
3. Identify how politics contribute to the growth of a city.
4. Identify how military strategies contribute to the growth of a city.

Key Terms
Gateway city, transcontinental railroad, trunk lines, portage roads

Required Materials
a copy of the core map, U.S. Census data from 1830-1880, U.S. history textbook, modern map of the United States

Time
1-2 hours, based on a regular class framework or 4x4 format

Getting Started

1. Discuss with students the origin, purpose and maker of the core map.
2. Have students identify how the map symbolizes railroads, canals, natural waterways.
3. Have students discuss the map’s use of color to distinguish between Union, Confederate, and border states.
4. Call attention to the map’s population legend as well as sectional legend.
5. Compare the core map with a modern U.S. map. Have students identify similarities and differences.

Developing the Lesson

1. Have students identify on the map the ten most populus cities in 1830, 1840, 1860, 1870 and 1880. Students should also identify the ten most populous states.
2. Have students identify on the map the Ohio, Mississippi, Illinois, and Hudson Rivers as well as the Great Lakes and St. Lawrence River. Students in groups of four should discuss how physical geography affects the development of cities. Students should focus on the limitations of natural waterways.
3. Have students identify on the map the Erie and the Illinois and Michigan Canals. In groups of four, students should discuss how technology impacts on the development of cities (Chicago and St. Louis). Students should focus on the limitations of canals.
4. Introduce the notion of portage rail lines and their reliance on waterways. Have students identify portage rail lines on the map. Students should make a determination which State (Illinois or Missouri) is committed more to the use of rails and why. Students should identify the places that Illinois bridged the Mississippi (Rock Island, Clinton, and Quincy).
5. In the 1880s, the cities of Chicago and St. Louis understood that their future depended upon getting the Transcontinental Railroad to connect to their city, enabling it to become the gateway city to the West. Divide class into five groups: two representing the Chamber of Commerce of St. Louis, two representing the Chamber of Commerce of Chicago, and one representing Congress with the power to grant the charter for the transcontinental railroad. Each city group will use the core map as well as outside information to explain the political, technological, and geographic reasons why their city should serve as the link between the settlements and natural resources of the Great West with the cities, factories and commercial networks of the Northeast. Each group will select a spokesperson to present their arguments for why their city deserved to be the gateway to west. After the groups have presented their arguments, the Congressional group will take 10 minutes to openly debate their decision and reach a conclusion.
6. Replay the above activity on an individual level by having each student write a 500-word essay analyzing the political, technological, and geographic reasons that would argue in favor of Chicago serving as the link between the settlements and natural resources of the Great West with the cities, factories and commercial networks of the Northeast.

Evaluation

For 4 points, the student/group has gone beyond the assignment; i.e. he or she synthesizes more information than expected, or shows particularly incisive analysis. He or she works well with other group members in researching for and preparing the documents.

For 3 points, the student/group has done all that was asked for in the assignment in a thorough manner. The analysis is sound, supported by specific examples, and clearly organized. The work is correct and neat, andexhibits few, if any, spelling or grammatical errors. He or she works well with other group members in researching for and preparing the justifications.

For 2 points, the student/group has done most of what was asked for in the assignment in an acceptable manner. The analysis is sound with only minor flaws, if any; is supported at least in part by specific examples; and is organized well enough so that one is able to follow the presentation. The work is, for the most part, correct and neat, and may exhibit some spelling or grammatical errors. He or she contributes to the work of the group.

For 1 point, the student/group has done very little of what was asked for in the assignment. The analysis contains numerous spelling or grammatical errors, is not well organized, and does not use specific examples. He or she does not significantly contribute to the work of the group.

Extensions

1. Using the core map, students can discuss the role of transportation in fighting the Civil War.
2. Have students mark the routes of the actual transcontinental railroads on the map and discuss their impact on western cities.
3. Have students use the 2000 census to consider how the population distribution of the country has changed and why. Specifically, they should consider why some cities maintained their importance while others have declined.