216 Westward Expansion: Supplemental Guide CA | Culminating Activities
Give students time to read and discuss their fi ndings in small
groups, and then come back together as a class to share answers
and information students found. Students may also use Internet
resources or the local library to conduct research.
Tell students that many companies we are still familiar with today
were started during the time of westward expansion. You might
suggest students visit the “history” or “about” section of one or
more of these companies’ websites, either individually or in a small
group:- Ghirardelli Chocolate
http://www.ghirardelli.com/about-ghirardelli/ghirardellis-heritage-160-years - Boudin Bakery
http://www.boudinbakery.com/meetboudin/since1849 - Levi Strauss
http://www.us.levi.com/family/index.jsp?categoryId=18816896
Advertising Posters
Materials: Drawing paper, drawing tools
Have students pretend that they work in advertising and need to
create marketing posters that will encourage people to take a ride
on the fi rst transcontinental railroad. Have students brainstorm
important information regarding the sights people may have seen
and the experiences they may have had if they traveled from San
Francisco to New York, or vice versa, in 1869.
Posters could also be made to advertise the Pony Express.Song: “I’ve Been Working on the Railroad”
Materials: Recording of the song, “I’ve Been Working on the
Railroad”
Have students listen to the recording of “I’ve Been Working on the
Railroad” again. Students may talk about the content of the song or
how the song makes them feel. Encourage students to use domain
vocabulary they have learned thus far when sharing their ideas.
Students may also draw a pictorial representation of the song.