A NATION TRANSFORMED - Museum of the American Railroadeducational programs for the 2014-2015...

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TRANSFORMED A NATION The History & Technology of the American Railroad Educational Program Directory MUSEUM OF THE AMERICAN RAILROAD

Transcript of A NATION TRANSFORMED - Museum of the American Railroadeducational programs for the 2014-2015...

TRANSFORMEDA NATION

The History & Technologyof the American Railroad

Educational Program DirectoryMUSEUM OF THE AMERICAN RAILROAD

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The Museum of the American Railroad is a 50-year-old institution dedicated to sharing the history and technol-ogy of the railroad and its influence on American life and culture. We are pleased to offer this directory of educational programs for the 2014-2015 academic year. Five programs are available for grades ranging Pre-K to 11, with an additional five under development.

The history of the railroad is indelibly woven into the fabric of our nation. The American Railroad has touched every aspect of our lives and participated in historical events that have shaped the world. Further, the railroad industry continues to reinvent itself and address modern transportation challenges through innova-tive, new technologies.

The Museum of the American Railroad is uniquely positioned to meet the needs of North Texas schools through relevant, meaningful programming that ad-dresses a variety of curricula requirements. No other museum in the region has the ability to engage and educate students about the social, economic, politi-cal, and technological influence of the railroad on American life and culture.

Through the use of the Museum’s extensive collection of artifacts and archival material, students receive first-hand instruction and interpretation of our nation’s rich heritage through the lens of the railroad. In addition to a variety of cultural history programs, the Museum offers instruction on the technologies behind rail transporta-tion. Nearly 200 years of innovation is represented in the Museum’s STEM-based programs. These programs range from the production and use of steam in the industrial age, the transition to internal combustion, AC and DC heavy electrical systems, to such groundbreaking devel-opments as magnetic levitation.

The Museum currently offers in-class and on-site programs to grade levels Pre-K to 11, with internship opportunities for grade level 12 to college level. In developing these programs, the Museum was able to identify several needs during meetings with educa-tors and administrators, e.g., economics, agricul-ture, and logistics. Educational programs comply with Texas Essential Knowledge and Skills (TEKS) requirements. Additional programs are being devel-oped with an emphasis on grade levels 7 to 12.

Where History and Technology Collide!

Welcome to the Museum of the American Railroad’s 2014/2015 Educational Program Directory

Phone Jacki at ArtReach Booking Service:

214-219-2049

Contact our EducatorFor additional information about educational programs and services, contact the Museum’s Director of Education, Michael Sturdy at 214-428-0101 or [email protected]

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book nowTo Book a Program

Field to Factory: Trains, Jobs, and American Commerce ................. 4-5

Bolts and Jolts: All Aboard the Energy Train ........ 6-7

Texas Government and Bringing the Railroad ...... 8-9

U.S. Civil Rights Movement & Race Relations ... 10-11

Taming the Giant: Government and the Railroad ................................. 12

Rail, Transportation, and the Global Economy ...... 13

History Resource Specialist Visits ........................... 14

Museum Resource Library ....................................... 15

Museum Internship Programs ................................. 16

North Texas Rail History ..........................................17

Contents

The Museum of the American Railroad is proud to be a member of the National Trust, American Alliance of Museums, and the Association of Tourist Railroads and Railway Museums

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Field to Factory: Trains, Jobs, and American CommerceAn Economics, History, Government, and Geography Program

Audience: 1st and 2nd Grades Location: Held At the MuseumFee: $5/student

In this fun and interactive program, students explore economic concepts, including pro-ducing and consuming. Through re-enacting roles and jobs in the economic chain from the cotton fields to the cotton mill factories, students learn how the railroads change the way people meet basic needs and the way people work. Groups visit the trains and learn how technology enabled the railroad industry to assist new American manufactur-ing concerns. They will understand how the transportation form changed the way people exchanged goods and services and identify different and specific jobs that arose for and around the railroad industry.

Program Snapshot • This program can accommodate groups of 35 to 150, if groups are also visiting the Frisco Heritage Museum. Total group of students visiting the Railroad Museum segment of the tour meet together for a ten minute introduc-tion.• Groups rotate through four stations, two held at the Heritage Center and two at the Train Site. Bus transportation to and from the train site and Heritage Center is necessary.

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TEKS TEXASESSENTIAL

KNOWLEDGE& SKILLS

Meets: 113.1.1.a, 1.3, 1.5.a, 1.7 a, b and c, 1.9 a and b, 1.16 b and c; 113.2.2 a and c, 2.4 a, 2.8 a and b, 2.9 a, 2.10 a, b and c, 2.12 a, c, 2.16 a and b

Land Grant flyer - Kansas Historical Foundation

“...the story of a vast nation, suddenly mobile, without physical constraints.”

shareAt the Frisco Heritage Center

• The Field to Factory fun station is the core educa-tional activity of the program. Every student takes on a role as they re-enact the producer-consumer process of growing cotton in the fields to taking cotton to market via the railroad. Through dramatizing this economic process, students understand work and how the railroads impacted work in America. • Students also visit the Where and When: Time and Maps station where they hone their mapping and timeline skills tracking early cotton train routes on large maps.

At the Museum of the American Railroad

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Chicago’s METRA commuter cars will provide unique classroom space in 2015

Museum Educator Michael Sturdy teaches Field to Factory

• Students see select pieces in the Museum’s large train collection in My Fellow Americans: American Presidents and Trains. Trains featured include the “Texland,” a Pullman that was part of Harry Tru-man’s entourage, the Pennsylvania GG-1 4903 and the “Glengyle” Pullman, which was part of FDR’s funeral train to Hyde Park, New York. • Students will also hear about how trains factored into Abraham Lincoln’s victory trip upon election and in his funeral procession. (TEKS 1.1a and b and 2.12.a and b) • Freight Cars and What They Move: Using the Museum’s freight car collection, students view, guess, and discover all of the different types of cars used to move raw product (or passengers)! Students learn how technology allowed for specialized trans-portation and exchange of particular goods across the nation.

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TEKS TEXASESSENTIAL

KNOWLEDGE& SKILLS

Meets: 112.14.3.4a, 6a, b and c, 112.15.6a, c and d, 112.16.5a, 6a and d, and 112.18.4c

Bolts & Jolts: All Aboard the Energy TrainA Social Studies and Science Program for Elementary Grades

Audience: 3rd, 4th, 5th, and 6th Grades Location: Held At Your School CampusFee: $5/student

In this highly interactive program, students learn all about energy through the plat-form of the railroad industry. Students explore different forms of energy and how they are applied to rail transportation, including thermal (steam), hydro-electric, diesel- electric, solar, and magnetic energies. Basic physics concepts such as gravity and the laws of motion are also covered. Finally, the program presents a magneti-cally levitated train model and helps students imagine energy possibilities for future rail transportation. This program enables students to compare and contrast the advantages and disadvantages of various forms of energy and how they are applied to the movement of people and goods, and the role of rail in solving future transpor-tation challenges.

(LEFT) The Museum’s 1940 Raymond Loewy

styled GG-1 electric locomotive.

Operated between New York and Washington on the Pennsylvania Railroad, and later

Amtrak. Pulled Robert Kennedy’s funeral

train, 1968.

growProgram Snapshot • This program can be presented in an assembly format for up to 150 students, or in a smaller, more inter-active classroom setting. Please speak with our staff regarding your specific needs.• The program is 1 hour in length and includes 20 minutes of an introduction with the demonstrator and student volunteers, 30 minutes of student station rotation and a 10-minute wrap-up.• Groups rotate through a variety of stations depending on the number of students.

Activities and Demonstrations• Student volunteers represent renewable and non-renewable energy through role-playing and learn how energy sources are used in conjunction with each other.• Students build a simple magnetically levitated train model and learn about electromagnets and how energy is used to power high-speed trains.• Students discover basic principles of electricity using snap circuits.

• Students build a wooden train track model set with differing pieces of track and trains. Students design an experiment that tests the ef-fects of force on an object. • Students participate in the demonstration of a live steam engine model and dis-cover the principles of steam energy at work. • Students learn the prin-ciples of internal combus-tion through diagrams and demonstrations of gasoline and diesel engines. • Students participate in oth-er experiments that include the utilization of air and water to develop electricity.

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New technologies employ the use of magnetism to levitate and propel high speed trains. Known as Mag-Lev, this newest form of rail transportation can safely move passengers at speeds of up to 300mph through a linear induction process.

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Texas Government & Bringing the RailroadA Texas History, Economics, and Government Program

Audience: 7th Grade Location: Held At Your School CampusFee: $5/student

Students will discover early personalities in Texas state gov-ernment and their challenges in bringing and developing the rail industry in this 50-minute on-campus program that includes two days of additional follow-up lessons. They will explore Texas’ principles of limited government through the context of railroad regulation and interpreting early Texas maps. The program utilizes the views of Stephen F. Austin, Governors Elisha Pease and James Stephen Hogg, the 19th century Texas state legislature, the Grange organization of farmers, and the railroad industry. Complex political and economic concepts come to life in real and exciting ways as students pas-

sionately take on the ideas of their assigned issues through role play-ing and debate.

ProgramSnapshot• This program can be presented in an assembly format for up to 150 students, or in a smaller, more interactive classroom setting. Please speak with our staff regard-ing your specific needs.• The program is 50 minutes in length and includes 15 minutes of an introduction with the dem-onstrator, 10 minutes of student small group work, another 10 minutes of the demonstrator and

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TEKS TEXASESSENTIAL

KNOWLEDGE& SKILLS

Meets: 113.19.1.a, 2.e, 4.a, 11.d, 12.a, b and c, 13.b, 14.a, 16.b, 17.a and c 18.a, 21.a, b, d, e and f

GC&SF Offices, Dallas, TX ca 1890 - Dallas Public Library Image

student volunteers enacting the political issues, 10 minutes of concluding activity, and a 5-minute wrap-up.• Groups rotate through a variety of stations depending on the number of students.

Activities and Demonstrations • During the program, students divide into smaller groups for the map activities and make predictions about town growth along railroad lines.• Students also see actual artifacts and documents from the Museum’s collection.• As a concluding activity, students review current news sources and identify contemporary private enterprise and transportation issues that are affected by state governance.• In the follow-up lessons in your classroom, students use resource packets included as part of the program to research the identities of different interests. The program ties in persuasive writing components. Students argue their role in an exciting and passionate classroom debate.

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Mapping exercises are an important component of MAR programming. (Above) Political boundaries by county, including principal rail lines, 1876

St. Louis - San Francisco “Frisco” Ry. station sign, ca 1950MAR Collection, on display at the Frisco Heritage Museum

Additional MAR educational resources available online, including the Burt C. Blanton Collection of Railroad Photographs

So many important eras, experiences and events in American history can be taught through the lens of the railroad. One of these important eras is the Civil Rights movement, from its earliest

post-Reconstruction Civil War era begin-nings, to the 1960s when Martin Luther King, Jr. and the Black Panthers used trains for cross-country promotional purposes.

The Museum’s rolling stock collection includes four Pullman first-class sleeping cars and many items from the Pullman travel experience and the Pullman company. Over time, being a Pull-man porter became one of the most respectable

jobs for African Americans in the early 20th century, albeit one that came with a great deal of racial stereotyping and derogatory treatment for the porters.

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1U.S. Civil Rights Movement, Race Relationsand the Role of the RailroadWith Museum Site Visit Extra Credit Component

Audience: 11th Grade Location: Held At Your School CampusFee: $5/student

Available 2015

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Program Snapshot • This program is best designed for presentation in individual classes.• This is a 50-minute program with a 15-minute introduction and background teaching by the demonstrator, a 15 minute small group activity, a 15-minute discussion, and 5 minute wrap-up.• The program includes an extra-credit component with which students can visit the Museum and complete a special additional lesson on site on their own. Museum admission with this program will be included for the students.

TEKS TEXASESSENTIAL

KNOWLEDGE& SKILLS

Meets: 113.41.1.3 b and d, and 9a, b and c

Activities & Demonstrations • Small groups will have 15 minutes and artifacts, primary source documents and poignant personal narratives, letters and photos to research the experiences of African American porters, European immigrants traveling by train, and Chi-nese immigrants building rail lines.• Groups will present their findings to the entire group at the end of the program with the Museum demonstrator as-sisting, teaching, and adding insights into the American im-migrant experience and the African American experience in the early 20th century.

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“Pullman Girl” circa 1910

Pullman Porter, Chicago Union Station 1943 - Jack Delano Image

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Currently Under DevelopmentTaming the Giant: Government & the RailroadLegislation, Regulation, and the Role of the American Presidency in the Development of RailroadsFor Students Taking Social Studies Elective, Business Law

Audience: 10th, 11th, and 12th Grades

Students will ex-amine important legislation that has impacted the rail in-dustry in the United States, beginning with the Pacific Rail-road Act, signed into legislation on July 1, 1862, by Abra-ham Lincoln. Early regulatory legisla-tion allowed railroad companies to de-termine rules for all aspects of operation. The Staggers Act of 1980 deregulated the railroads and led to

the elimination in 1995 of the Interstate Commerce Commission. One of the most important issues facing rail companies in recent news has regarded regulating safe transportation of crude oil. An article on April 13 in the New York Times discussed this very issue in Texas, transporting crude oil safely across the state to Gulf Coast refineries. How and why are these legislations impacting the industry?

Program Snapshot • This program is currently in development for 2015-16. If your class would like to test the early programs at no cost, please contact us to schedule. Thank you!

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An Amtrak train negotiates a labyrinth of tracks as it enters Chicago’s Union Station, 1991

Currently Under DevelopmentRail, Transportation, & the Global EconomyA Lesson in Commerce, Geopolitics, Energy, and Logistics

Audience: 11th and 12th Grades

Students will examine the essential functions and logistics of rail trans-portation in the global economy, from China to European passenger transport to oil transport. They will compare and contrast the rising costs of fuel in recent years that are making rail trans-portation much more competitive with other transportation methods such as air and trucking. Students will review recent news headlines that highlight contemporary issues in rail transport. For instance, a July 2013 article report-ed that Hewlett Packard “has pioneered the revival of the fabled Silk Road, using freight trains to ship laptops and ac-cessories made in China to markets in Western Europe…other companies are following HP’s example.” How does the railroad industry instrumentally im-pact the global economy and how will it continue to do so in the future?

Program Snapshot •Students will role-play one of five different manufacturing or industrial interests that currently use rail transportation in addition to other forms and analyze two sets of data to determine their transportation solution. •This program is currently in development for 2015-16. If your class would like to test the early programs at no cost, please contact us to schedule. Thank you!

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Intermodal containers enable seamless, securetransportation over land and sea worldwide

Currently Under DevelopmentHistory Resource Specialist VisitsA Social Studies and Science Resource for Your Class and School, One Hour

Audience: 6th, 7th and 8th GradesLocation: Held At Your School CampusFee: $5/student

In 2014-15, every middle school is participating in a new Frisco ISD initiative to write a section of Texas history cur-riculum. We know that teachers and students will welcome local expertise and advisors as part of this exciting pro-gram. In booking this program, the Museum will send one of our historians or museum staff to serve your students as a Resource Specialist for the Day. The Resource Special-ist will visit your classroom and bring relevant primary and secondary resources, photos, discussion points and sometimes even artifacts relevant to the curriculum area the students are developing. The Museum of the American Railroad is excited to be a full educational partner with local ISDs for the future. How can we help you in teaching and accomplishing your classroom objectives and goals? We have the resources and would love to share them with your students.

Program Snapshot • This program should be presented in a classroom setting. Please speak with our staff on the logistical and program-ming needs of your school.• The Resource Specialist can bring one of our educational activities for students as part of the visit.

• This visit must be scheduled at least one month in advance with the relevant unit and topics the class would like the Spe-cialist to discuss.

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“Frisco” Railway bond certificate

researchCurrently Under DevelopmentMuseum Resource LibraryA Wealth of Primary Resource Materials from the Museum’s Collection

Audience: K - 12th GradesFee: TBD

We know that teachers and students often look for creative ways to use primary and second-ary research materials and resources. The Museum desires to be the best educational partner it can to local ISDs and would like to make certain resources from the collection available to teachers and administrators for educational purposes. The Museum has a number of photo-graphs in the collection as well as some traveling artifacts that may be checked out for a two-week period. To find out more about the artifacts and photographs available for check-out, contact the Museum Educator, Michael Sturdy, at [email protected]

Program Snapshot • Please speak with our staff regarding the educational curriculum needs of your research.• Please contact the staff with requests for photo collection lists and artifacts available for check out.

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“Frisco” route map

Santa Fe Railway “Kachina”Train timetable

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participateMuseum Internship Program, Spring 2015The Museum continues a 20 year tradition of providing Internships for High School Seniors and Universities, including Graduate pro-grams. Students experience first-hand public history programs, museum admin-istration, collections care, education, special events planning & management, and community involve-ment. This internship will be designed with local ISD and University internship administrators and museum staff to provide a tailored experience for the selected student(s). Please contact us if a student at your school or your child would like more information.

Summer Programs, 2015

Several summer programs will be available for students of all ages, including on-site activities at the Railroad Museum. Cultural history and science & technology subjects will provide enriching and entertain-ing activities for children and parents seeking a positive outlet for Summer-time energy!

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(LEFT) Museum Trustee Bill Blaylock demonstrates the production and use of steam at FISD’s Mind-Bender Academy, a Summer program designed to encourage careers in technology fields

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These words were recorded in a letter by an early traveler upon his arrival in Dallas. His journey was by train. The year was 1873 and the rail-road had just reached Dallas from Houston a year earlier. This burgeoning town would soon become the intersection of the first east-west line due to skillful maneuvering by local politicians. The arrival of these two major rail lines set the stage for a period of growth, ultimately making North Texas the center for commerce in the Southwest, unprecedented for a region without a major river or seaport!

As the railroads continued con-struction north and west of Dallas, towns sprang up along the lines as a result of the need to replenish steam locomotives with water and connect cotton growers with the national market. Our thriving suburbs owe their early existence to the opportu-nistic proximity to the rail lines that criss-crossed the region. In many cases, the very existence of these communities are a result of the railroad. Their names come from the owners, promoters, and manag-ers of these early railroad companies -- names such as Denison, Richard-

son, Allen, Anna and Melissa. Finally, Frisco, one of the fastest growing cities in the U.S., takes its name from the St. Louis-San Francisco Railroad Company that platted a town next to a water stop when the line built from Indian Territory to Dallas in 1902.

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“...my trip was not in vain, Dallas is a bright young town, full of promise.”

Dallas Union Depot, circa 1912. Pre-dating Union Station, this structure was at the center of activity during Dallas’ formative years - Dallas Public Library Image

The Trinity Railway Express (TRE) connects Dallas and Fort Worth, providing commuter rail service between the region’s largest cities - Ken Fitzgerald Image

History begins here! Bring this exciting story of growth and prosperity in North Texas to your classroom or visit the

Museum of the American Railroad today.

Museum of the American RailroadMajor Contributors:

City of FriscoCommunity Development Corporation

Economic Development CorporationConvention & Visitors Bureau

Ralph B. Rogers FoundationEugene McDermott Foundation

Stemmons FoundationBass Foundation

DGBB FoundationA. L. Chilton Foundation

Muckleroy FoundationCommunities Foundation of Texas

Thanks to ELENCO for in-kind support of the Museum’s educational programming.