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One reason the Mormons, who wanted to be left alone, migrated to the Utah territory was its isolation. But that changed in 1869, when the new transcontinental railroad came to Utah. The completion of the transcontinental railroad not only made it easier to transport people and goods across the country, it also put an end to the hard work of thousands of immigrant workers and U.S. citizens who constructed the railroad. Its completion was cause for much celebration, which is why the Golden Spike Ceremony took place. This teacher's packet contains 18 exercises: (1) "How the Transcontinental Railroad Affected Utah"; (2) "Worksheet"; (3) "Reenactment of the Golden Spike Ceremony"; (4) "Script for 4th through 6th Grade"; (5) "Script for 7th through 9th Grade"; (6) "The First Transcontinental Railroad"; (7) "History Page"; (8) "Word Search"; (9) "Word Search Answer Key"; (10) "Worksheet" (for older students); (11) "Worksheet" (for younger students); (12) "Locomotive Operations Page"; (13) "Locomotive Diagram and Worksheet"; (14) "Locomotive Diagram Answer Key"; (15) "Locomotive Crossword Puzzle"; (16 "Answer Key"; (17) "Fun Pages"; and (18) "Pages to Color". (BT)

Deep in the rugged coal fields of West Virginia, the rumble of a steam locomotive mingles with the sound of the New River crashing through its steep rocky gorge. With brakes squealing, the train passes a signal and slows for its approach into the town of Thurmond (West Virginia). This lesson plan is based on the National Register of Historic Places file "Thurmond Historic District," and other source materials about railroading in the New River Gorge. The lesson, which can be used in units on transportation history and community development, helps students understand how important these transportation services were to an otherwise inaccessible region. It cites National History Standards for grades 5-12, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Chesapeake and Ohio Railroad; Coal Mine Connection); (5) "Determining the Facts: Readings" (A Railroad Town; Behind the Scenes; A Ballad); (6) "Visual Evidence: Images" (Thurmond, c. 1920; Layout of Thurmond; Postcard Picture of Thurmond Depot; Ticket Office at a C&O Depot); (7) "Putting It All Together: Activities" (Role Play; Recognizing Others; Transportation Then and Now); and (8) "Supplementary Resources." (BT)

This curriculum presents lessons on the use of public transportation and is intended to encourage special education teachers and paraprofessionals to incorporate the skills and concepts of public transit usage into the educational program of elementary school children with disabilities. Six sequential lessons culminate with a trip using public transportation. After each lesson plan is a sample of how the lesson can fit into the New York State Education Department's learning standards and alternate performance indictors for students with severe disabilities. Each lesson includes the lesson aim, necessary materials, a recommended procedure, a culminating activity, follow-up activities and modifications, and curriculum areas addressed. The five lessons prior to the actual trip-lesson address: (1) modes of transportation; (2) features of a public transit bus; (3) identification and location of a bus stop; (4) introduction to ID cards; and (5) bus demonstration. Necessary instructional materials suitable for reproduction are included. Examples of how two school systems adapted the lesson plans for their localities are attached. Also included are three brochures, a general curriculum brochure, a handbook for parents, and a handbook for teachers. (DB)

Railroads influenced and reflected U.S. settlement and development patterns from the 1830s to the 1950s. In cities, they shaped and stimulated economic growth, planning, and architecture. Chattanooga, Tennessee's sprawling Terminal Station, is a tribute to the town's importance as a southeastern transportation hub. This lesson is based on the National Register of Historic Places registration files "Market and Main Streets Historic District" and "Terminal Station," as well as other sources on Chattanooga and the rail industry. The lesson can be used in units on the U.S. Industrial Revolution, the growth of the urban United States, or in a U.S. geography course. Following an explanatory introduction ("About This Lesson") which also lists objectives and materials for students, the lesson is divided into six sections: "Setting the Stage: Historical Context"; "Locating the Site: Maps" (Tennessee and Surrounding Region); "Determining the Facts: Readings" (The Railroad Helps Build a Town: Chattanooga, Tennessee; Promoting Chattanooga; Terminal Station); "Visual Evidence: Images" (Terminal Station, 1935; Terminal Station and Surrounding Area; 1260 and 1263 Market Street, Chattanooga; 1401 Market Street, Chattanooga; 1140 Newby Street, Chattanooga); "Putting It All Together: Activities" (Roles of Geography and Promotion; Literature, Art, and Music; Researching Your Community's Railroad History); and "Supplementary Resources." (BT)

This manual for the 1993 Louisiana Summer Reading Program has ideas for libraries to get the summer program started. The theme is trains, and all of the ideas have something to do with this theme. The following topics are covered: (1) evaluation; (2) promotion, publicity, and programs; (3) calendar; (4) decorating the library; (5) storytime planners; (6) action stories; (7) coloring pages and handouts; (8) costumes; (9) crafts; (10) fingerplays; (11) flannelboards; (12) games, riddles, and puzzles; (13) poems; (14) puppets and puppet plays; (15) songs; (16) audiovisual materials; and (17) a resource list. (Contains 129 references.) (JLB)

This collection of documents contains samples and ideas for use in library reading programs. Contents include: (1) directions for a big book display; (2) an outline train to be copied; (3) a list of jump rope rhymes and railroad songs; (4) suggested themes and bulletin board ideas for railroad programs; (5) a train maze and puzzle; (6) a game and drawings for recording books read; (7) writing activities; (8) a list of train-related class activities; (9) a 61-item bibliography of train stories and non-fiction; (10) a 16-item professional bibliography; and (11) a train decoration to copy. (SLD)

Presents a classroom simulation that employs active learning to introduce students to congressional politics using the national issues of the Gilded Age. Explains that the students are divided into groups in order to simulate the U.S. Senate and then discuss, amend, and vote on legislation. Provides four detailed simulation options. (CMK)

Describes a lesson plan that utilizes two primary sources, a handbill announcing the reduction in Baltimore and Ohio rail workers' wages and a list of damages to Baltimore and Ohio Railroad property, in order to determine the causes and effects of the Rail Strike of 1877. Provides the two sources and other handouts. (CMK)

Addresses the beginnings of Swiss tourism, its barriers, and the development and role of transportation in mountain tourism. Considers the environmental problems caused by mountain tourism in Switzerland and provides seven teaching ideas. (CMK)

The principal tasks performed by conductors, rear brakemen, and head brakemen during over-the-road freight operations are identified and described in the report. Forty-four tasks and subtasks are analyzed and grouped into six categories: basic handling tasks, prerun preparation and starting off tasks, over-the-road tasks, terminating tasks, operating emergency and malfunction tasks, and auxiliary equipment operating tasks. Task and subtask descriptions describe initiating stimuli, information processing and decision making, response made by the operator, and the feedback received. Task analysis includes task difficulty, potential hazards, and the criticality of each task. Operational sequence diagrams for each task, with additional information given concerning the decisions depicted, are provided. Evaluation measures can be ascertained from task data, training requirements, selection criteria, and performance. Illustrations of common train documents filled out by the conductor and an annotated bibliography of 43 titles dealing with job analysis are appended. Recommendations are made in the area of improving the safety of train operations. (Author/LH)

Focusing on railroad occupations, this document is one in a series of forty-one reprints from the Occupational Outlook Handbook providing current information and employment projections for individual occupations and industries through 1985. The specific occupations covered in this document include brake operators, conductors, locomotive engineers, shop trades, signal department workers, station agents, telegraphers, telephoners, tower operators, and track workers. The following information is presented for each occupation or occupational area: a code number referenced to the Dictionary of Occupational Titles; a description of the nature of the work; places of employment; training, other qualifications, and advancement; employment outlook; earnings and working conditions; and sources of additional information. In addition to the forty-one reprints covering individual occupations or occupational areas (CE 017 757-797), a companion document (CE 017 756) presents employment projections for the total labor market and discusses the relationship between job prospects and education. (BM)

This narrative history of the Middlesex Canal from 1792-1853 is designed to be used with "Canal," a role-playing, decision-making game found in SO 011 886. Economic, social, and political factors related to planning, building, and implementing the canal are considered. The document is presented in three parts. Part I states reasons for studying the Middlesex Canal. It was the first lengthy canal in the United States and served as a model for other canals. In addition, the problems that arose are typical of those that must be dealt with in relation to any type of transportation system. Part II describes events leading up to the canal opening in 1803, including legislative grants, court regulations, surveys, the introduction of the magnetic compass, and actual construction with its concomitant employment and technical problems. Part III outlines events and factors affecting the rise and fall of revenues, and concludes with the canal's demise in 1853 following the growth of railroad systems. 1804-1815 saw growth and extension of the canal into New Hampshire, which helped alleviate competition with the Connecticut River. From 1816-1835, the primary problem was in making the canal more attractive than hauling by land, and cloth hauling from Lowell to Boston and back was set up. However, in 1836 the Boston and Lowell Railroad was opened and canal traffic dwindled until the canal was closed in 1853. Railroads were better adapted to Massachusetts needs, because they could operate year-round, cost less to build, and were available for all to use. (CK)

To assist the youthful learner of English as a second language in dealing with handling urban public transportation, a series of dialogs, comprehension questions, readings, and points of discussion are presented. The text is illustrated. (JB)

This guide is developed for individuals, organizations, and communities interested in helping runaway youth. The first four sections discuss the numbers and types of runaways and illustrate the problems presented by youth using buses and trains to run away from home. Specific characteristics and behavior of runaways are outlined to assist in the design of programs for identifying and assisting these youth. The fifth section highlights successful elements of existing runaway programs; recommendations for establishing and maintaining programs are presented. The sixth section consists of detailed case studies of four separate programs that address the problem of runaways in and around bus stations. A directory of organizations familiar with the problems of and programs for runaways in and around transportation centers is also included. (Author/NRB)

"Exploring Careers" is a career education resource program, published in fifteen separate booklets, for junior high school-age students. It provides information about the world of work and offers its readers a way of learning about themselves and relating that information to career choices. The publications aim to build career awareness by means of occupational narratives, evaluative questions, activities, and career games grouped in fourteen occupational clusters. This eighth of the series, "Transportation Occupations," presents an overview of jobs in the transportation industry, such as flight engineers, merchant mariners, and dispatchers. Narrative accounts focus on an air traffic controller, railroad passenger conductor, and a busdriver, explaining what they do and how they prepared for their jobs. Exploring sections relate skills needed for these occupations to students' personal characteristics, and learning activities such as joining the Civil Air Patrol and reporting on weather conditions' influence on flying are suggested. A Job Facts section lists nature and places of work, training and qualifications, and other information for twenty transportation occupations grouped in occupational clusters of air transportation, railroad, merchant marine, and driving occupations. ("Exploring Careers" is also available as a single volume of fifteen chapters.) (KC)

The complexity of the Indian society can be overwhelming, and preparation for travel in India requires careful and detailed advance planning. Practical suggestions are provided for travelers to help them understand cultural differences, avoid illnesses, and select appropriate clothing for the intense heat. Explanations are given about the monetary system, exchange rates, accommodations, tipping, and kinds of food, as well as guidelines for meeting and interacting with the Indian people. Suggestions are also made for obtaining a wide variety of necessary services. (NL)

Texts accompanied by photographs and drawings introduce students to four means of public transportation and to major tourist attractions in Munich, German Federal Republic. Vocabulary is glossed in the margin, and texts are followed by questions and exercises. Some suggestions for additional activities are given in English. An appendix includes maps of the suburban railway system and the Munich subway system. (MSE)

Noting that coupling stories and trains is an arrangement that appeals to nearly everyone and that building on this foundation provides an excellent theme for summer reading fun, this planning and activity guide offers suggestions to help librarians develop a highly motivating summer reading program. The first section of the guide discusses establishing an effective publicity campaign. The remaining sections of the guide present resources and activities for the program as follows: (1) bibliographies of materials about trains; (2) sources and resources for railroad information and collectibles; (3) railroad stories to tell (including "mad libs," flannel board stories, and railroad songs); (4) puppets and puppet theatre; (5) bulletin boards and displays; (6) crafts and activities; (7) games and contests; (8) puzzles; and (9) special programs and culminating activities. (HTH)

The American Institute of Architects, locally and nationally, is active in supporting environmental education efforts in the schools. Because of its "endangered" status, Union Station in Kansas City, Missouri, was chosen by the Kansas City chapter as the second focus landmark in the their series. This interdisciplinary field guide serves as a prototype for guides on other landmarks as well. The specific activities in the book include: (1) a field trip guide with a variety of activities; (2) a Union Station board game; (3) economic decision making models; (4) a "Daily News" reprint with questions and answers; and (5) activities designed to develop advocacy for a quality built environment. Some of the activities included are cut-out models, a numbers game, a Union Station song, and architectural comparisons. A list of 28 related resources is given. (PPB)

Focuses on movement: movable art, relocating families, human rights, and trains and cars. Describes educational resources for elementary and middle school students, including Web sites, CD-ROMs and software, videotapes, books, additional resources and activities (PEN)

Employs a graphical analysis evaluating the evolution of the transportation network in the Piedmont and Coastal Plain sections of Georgia and the Carolinas. Concludes that transport expansion appears to support the general parameters of the ideal-typical sequence model and provides useful material for instruction related to the national standards for geographic education. (CMK)

The standard is used to grade the nonsupervisory work of operating all types of locomotives and trains to transport supplies, equipment, conveyances, and personnel. The work involves skill in operating locomotives under various conditions, and knowledge of the layout of a track system and the safety, signalling, and track use requirements or restrictions in various areas of operation. The job duties, skill and knowledge required, area of responsibility, physical effort required, and the working conditions for grade level WG-9 are described. (Author/AG)

The standard is used to grade the nonsupervisory work involved in coordinating (onsite) the movement, make up, or break up of trains, locomotives, and train cars. The work requires knowledge of the layout of a railroad track system; knowledge of and ability to follow numerous safety, signalling, switching, track use, train car, and train movement procedures, restrictions, and requirements; and knowledge of the movement and braking characteristics of locomotives, train cars, and various sizes of trains under a variety of weather, visibility, speed, cargo, track, and other operating conditions. For both brakeman and conductor, a general description of job duties is provided, together with comments on skill and knowledge requirements, areas of responsibility, physical effort needed, and the working conditions. (Author/AG)

The handbook accents the nature of transportation and related domestic and international business activities. Its objective is to provide basic information for the newcomer to the field. Chapters 2 and 3 describe assistance available from public and private agencies, as well as regulatory requirements for foreign traders and a resume of the primary functions and responsibilities of those regulatory bodies encountered by foreign traders. Chapters 4, 5, and 6 incorporate essential guidelines regarding methods of payment, risk coverage and documentation for international trade transactions. Encompassed in chapters 7, 8, and 9 are protective requirements, identification, and warehousing of commodities. Special attention has been given to containerization and its relationship to transportation. Chapters 10, 11, and 12 discuss transportation modes, ports and airports in regard to services and connected functions, and the services of freight forwarders and customshouse brokers. One third of the document consists of appendixes. Include are: (1) Revised American Foreign Trade Definitions-1941, (2) Uniform Customs and Practice for Documentary Credits 1962 Revision--International Chamber of Commerce Brochure No. 222, and (3) Selected Bibliography. (Author/MW)

Presents an interdisciplinary lesson plan on the history and development of transportation in the United States. Includes activities involving role playing, simulations, research and presentations. Also includes a 48-item transportation book list. These activities illustrate issues of public opposition and support, economic development, and social and technological change. (MJP)