The second supporting question, “What were the drawbacks to building railroads?” helps students use sources to unwrap the context of the time and topic being examined. Complete the following task using the sources provided and additional library and internet resources to build a context of the time period and topic being examined.
Formative Performance Task 2
Use the information from Featured Sources A-B, and additional sources from library and internet research, as needed, create a graphic organizer that depicts negative impacts of the railroad on the northern Great Plains. How do we know? What else can you find?
Featured Sources 2
Featured source A is a map set that helps show the development of railroads in the region. Featured source B is a secondary source. Secondary sources are accounts or interpretations of historical events, people, places, and ideas by someone who does not necessarily have firsthand experience of the subject. This is the material that historians and other researchers have written about primary sources and the events, ideas, and people of history. These are the products of historical work including exhibits, websites, documentaries, performances, books, and other publications. When students read or view secondary sources, they should pay careful attention to the bibliography. What sources did the author use? Are they reliable evidence to support their claims? When students read or view secondary sources, they should also explore additional sources, including primary sources, to get an accurate understanding of the context and if the author wrote a valid, accurate, and thoughtful interpretation. What is the author’s historical argument, or thesis statement? Are their claims logical and supported by evidence? Further research of materials and sources can either prove or disprove the students’ argument.
| Source A | |
| Source B |