Name
Grade Level
How the Railroad Changed the Agriculture of Salinas
Kay Lunine
Third Grade
Unit Topic
Early Salinas City History
CA H-SS
Content
Standards
& Common Core
Standard
CA H-SS 3.1.2 Trace the ways in which people have used the resources of the local region and modified the physical
environment.
3.5 Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region.
CCSS Reading Informational Text Key Ideas and Details: 3. Describe the relationship between a series of historical events…
in a text, using language that pertains to time, sequence and cause/effect.
CCSS Writing Standards: 2. Write informative/explanatory text to examine a topic and convey ideas and information clearly.
b. Develop the topic with facts, definitions, and details. c. use linking words and phrases …to connect ideas within
categories of information.
Text/ Sources
Textbook Pgs.
Harvey House Handbook. End of Westering: The Journey of the Harvey Family to Salinas City.
10,000 years on the Salinas Plain: An Illustrated History of Salinas City, California. Breschini, Gary, Haversat, Trudy and
Gudgel, Mona, Heritage Media Corporation, 2000.
Railroad Fever: Building the Transcontinental Railroad 1830-1870. Halpern, Monica, National Geographic, Washington,
D.C. 2004
California Adventures in Time and Place. McGraw Hill. National Geographic Society, 1999.
Map: Sea routes to California (Railroad shipping supply routes) Cobblestone Magazine, Vol. 1, Number 5, Peterborough,
NH, May, 1980
Map: California Physical map, Houghton Mifflin History-Social Studies Textbook, Houghton Mifflin, Boston, 2007.
URL for irrigation photo: http://www.ect.coop/wp-content/uploads/2010/11/Irrigation-Canal1.jpg
URL for wheat photo: http://www.pbs.org/newshour/rundown/californias-central-valley-finds-itself-on-the-political-map
Ice King Poster, 10,000 years on the Salinas Plain: An Illustrated History of Salinas City, California. Breschini, Gary,
Haversat, Trudy and Gudgel, Mona, Heritage Media Corporation, 2000.
URL for steam engine photo: http://en.wikipedia.org/wiki/File:Virginia_%26_Truckee_12_Genoa.jpg
URL for beets: http://www.healthymomskitchen.com/wp-content/uploads/2012/05/beets-6.jpg
URL for sugar beets: http://www.californiareport.org/archive/R201309200850/a
URL for caboose interior: http://www.shelterpub.com/_blog/P9202924-lo-res.jpg
URL foe conductor giving orders to engineer: http://lcweb2.loc.gov/service/pnp/fsa/8d11000/8d11700/8d11758r.jpg
URL for Virginia-Truckee Locomotive: http://en.wikipedia.org/wiki/File:Virginia_%26_Truckee_12_Genoa.jpg
URL for C.P. Huntington: www.parks.ca.gov C.P. Huntington, Southern Pacific Railroad Steam Locomotive No. 1, at the
California State Railroad Museum
URL for 1910 steam locomotive: http://www.bygones.com/engin93.htm
Photo URLs
Lesson Focus
Questions
How did the railroad change the economy of the Salinas community?
Why were the conductor and caboose important to the successful operation of the railroad train?
1
Lesson teaching
thesis
The arrival of the railroad enabled farmers to sell their agricultural products in many places far from Salinas. This resulted in
increased production and then led to the introduction of new crops such as sugar beets. Later, with the development of
irrigation and refrigerated rail cars, new crops such as lettuce and other vegetables were grown with great success for the
farmers and for the Salinas economy. The railroad was very important to the growth of Salinas, and the caboose was an
important part of the railroad train. Key to a smooth operation was the conductor, who had many important duties. The
caboose was essential to the conductor and the crew performing their duties.
Lesson Duration
3 forty five minute class periods
Primary Source
and
Strategy
Cause and effect chart
Poster of Salinas as “Ice King” 10,000 Years on the Salinas Plain. Breschinin Gary, Trudy Haversat, and Mona Gudgel.
Heritage Media Corporation. 2000. p. 203
Photos of Salinas caboose
Lesson
Assessment
A short, structured paragraph answering the question “How did the railroad change the economy of the Salinas community”?
Completing two sentence starters about the conductor’s job and why the caboose was important.
Day 1 & 2
Materials: California Physical Regions map, map of shipping routes to California without marked routes (for document camera),
photos of wheat, steam engine, irrigation, Ice King label.
Student worksheets: map of shipping routes to California without routes marked, California regions map, half sheet of plain paper, Cause and
effect text, Cause and effect chart, Cause and effect scaffolded writing.
Teacher keys: map of shipping routes to California with routes marked, California regions map, cause and effect text,
cause and effect reading chart, cause and effect scaffolded writing, photo of Ice King Label, steam engine photo
Procedure:
1. TRANSPORTATION. Teacher sets the context- We’re going to be learning about California soon after it became a new state: over 150 years
ago. You will be studying this a lot in 4th grade next year so this is a bit of a preview. Does anyone know what happened in CA in 1849? (Hint –
and it’s where the 49ers got their name). So thousands of people were coming to CA to search for gold. How did they get here? How did
people travel then? Discuss with students a walk back in time: No cars, no airplanes, no trains, no highways, no computers, etc.
We’re going to focus on how people could get to California from the east coast of the United States, by sailing or overland: There were two
sailing routes: (Show shipping routes map without routes on document camera and point out east and west coast departures and destinations.
Pass out maps.)
2
First sailing route: South down the east coast to Panama – but a person had to unload cargo and get off ship to cross Panama ( had to walk
or ride horse, dangerous, malaria, yellow fever) – and then get a second ship north to San Francisco. Have students draw on their map and
label Across Panama.
Second sailing route: Sail south all around the horn (or tip) of South America, and then north up the Pacific Coast. Pass out maps of North
and South America, draw shipping routes on document camera. Have students draw the shipping routes on their student map and label the
routes. Have students draw on their map and label Around the Horn.
Overland: Omaha to Sacramento took 6 months or more by wagon. (Once the railroad was built, it took less than a week for the trip.) Have
students draw on their map and label Overland.
2. AGRICULTURE. Teacher sets the context- Ask students to discuss with a partner what they know happened to people who came to
California to mine gold. Then discuss possibilities as a class. Teacher: Not very many people found enough gold to get rich so they started to
look for other ways to make a living. People began to move to different parts of California to work and live. Many had been farmers before they
came to CA so they found good land and started farming here. Discuss meaning of agriculture (= farming). What makes a place good for
farming? (Is the beach a good place to farm? Why or why not? Using the ½ sheet of paper, make a quick sketch of essentials for farming: Title
What’s needed for farming? water, good soil, and good weather) We’re going to learn about the railroad coming to Salinas, and how, after the
Gold Rush, Salinas became one of the most important agriculture centers in California. Let’s find out how Salinas became important. (On
regions map, show Central and Salinas Valley. Pass out regions maps for students. With teacher guidance, students locate (with finger) and
label with an X San Francisco, Salinas and Los Angeles (then write in]). Around Salinas, students write wheat, barley, sugar beets, and lettuce).
Salinas is part of the Salinas Valley which means it has rich farmland, good for farming. It also has the Salinas River for water. Salinas turned
out to be a great place to raise wheat and barley so that was what the farmers planted and grew there. (Show photos of wheat). Because the
land was so good, farmers could raise a lot of wheat – much more than their community needed. How could farmers get their wheat to other
places to sell? Have students jot down possibilities and discuss with a partner. Then discuss possibilities as a class.
3. AGRICULTURAL ECONOMY AND THE RAILROAD. Teacher sets the context- The question we want to answer is “How did the railroad
change the economy of the Salinas community?” Who has an idea of what the word economy means? Have students jot down possibilities
and discuss with a partner. Then discuss possibilities as a class. Economy (definition): How you use what you have or can do or can make to
get what you need. The economy is the way countries and their citizens use or produce resources, goods and services. Get student responses.
So to answer this question, we need to know about the economy, which was agriculture (farming), primarily wheat and barley. What makes a
place good for farming? (Think of our sketch )Then we’ll learn how the railroad changed farming. We will see how the railroad was important for
the economy and brought growth and resources. So what do we need to know to answer this question?
First, how could they begin to build a railroad? (Show steam engine photo.) To build a railroad, you would need locomotives, boxcars, rails,
other railroad supplies. These supplies were not available in California. How could you get those supplies from the east coast to CA? They
had to ship these supplies all the way around South America and Cape Horn. It was very slow but cheaper because the ships could carry very
large and very heavy supplies. Return to the shipping routes map on document camera.
4. A CAUSE AND EFFECT READING. Now let’s look at the changes in the Salinas economy. Who remembers the meaning of “economy”? (see
above). Discuss. Probably the next day, have students jot down possibilities and discuss with a partner. Then discuss possibilities as a class.
Hand out copies of Changes in the Salinas Economy: A Cause and Effect Reading to each student. Call students’ attention to the
3
Question: How did the railroad change the economy of the Salinas community? The teacher reads the text first, and then asks students to read
together as a class. Have students make a small check over any words they’re not sure of or words they think are important or need to know to
answer the question. Ask for checked words and define them, asking first if someone in the class can give a meaning. Identify any synonyms
students can provide. Demonstrate on the document camera. [This was as far as I progressed the first day. I collected the reading texts with
checked words, tallied them then on a separate paper, listed the most checked ones. On day 2, we viewed this vocabulary list and came up with
definitions. (Since irrigation and beets were two of the words, I showed the irrigation photo along with the beets and sugar beets photos.) I
returned the texts and we then went back to reading it. Kay]
Let’s think now about our original question (show on document camera): How did the railroad change the economy of the Salinas
community? This is a cause and effect reading passage. A cause tells why something happened. An effect is what happens as a result of
the cause. Show students on the document camera
The sun is bright today so I need sunglasses.
It is cold so I need a sweater.
(Add examples as needed.)
In these examples the cause is bold, the effect is underlined. Circle the signal words so and because in the passage below. So shows an
effect; because tells a cause. The teacher does the first one on the document camera. The second one is done with students on the document
camera. Pairs continue the rest of the paragraph. Teacher note: Sentences with “because”… the “because” is actually the cause and the
beginning of the sentence is the effect. Have students draw boxes around the cause and underline the effect.
Demonstrate first one.
Have students discuss, in pairs or small groups, the ways the railroad changed the Salinas economy and jot down their answers. Then share out
their ideas and discuss. Now that we know the causes and effects, we will chart them.
5. Pass out Chart for Cause and Effect Reading. Students work in pairs or small groups. Let’s look at the first one which is done so we can
see how to do this. Go over the second one as well. Now in partners use your text where we’ve marked cause and effect to continue writing
down the causes and their effects. The teacher walks around checking for understanding and asking questions to prompt students where
necessary. See TEACHER KEY. When the chart is finished, go back and ask for questions and/or conclusions. At the beginning, teachers
often have to suggest these. Show Ice King label to illustrate the popularity of Salinas produce.
6. CAUSE AND EFFECT WRITING. Now I’m going to ask you to write a short piece telling me what you know about the ways the railroad changed
the Salinas economy. (You may work in pairs.) Hand out Student Writing to each student. We’re going to use the chart we just finished. I’m
going to do part of the first sentence. Teacher does first effect on the document camera, first showing where it is on the chart for emphasis.
Students add to their writing. Teacher asks students pairs to find the second effect. Discuss. Now with your partner, finish the second effect.
Discuss. Ask students to finish the writing in pairs (the teacher may need to do the whole paragraph together as a class). Teacher and class
write the conclusion together, teacher using document camera.
4
STUDENT MAP: SEA ROUTES TO CALIFORNIA
Name: __________________________________
5
6
STUDENT MAP: CALIFORNIA REGIONS
Name: ________________________________________
7
Student Cause and Effect Reading
Name_______________________
Date________________________
Changes in the Salinas Economy
Question: How did the railroad change the economy of the Salinas community?
The railroad came to Salinas around 1872. So this meant that farmers could grow large amounts of wheat
and barley and ship them farther and faster to new markets. Later, farmers developed ways to irrigate (water)
crops, so they were able to raise sugar beets. They chose to raise sugar beets because they could ship sugar beets
by railroad and sell them at a good price to a sugar beet factory nearby.
Then the railroad companies designed refrigerated cars with ice, so farmers began to ship vegetables to
many places farther away. Farmers shipped huge amounts of vegetables, especially lettuce, because the
refrigeration kept the vegetables fresh. So then Salinas became known as “The Salad Bowl of the Nation”. In
conclusion, these changes meant that Salinas’ farmers were now growing new kinds of crops, shipping them farther,
and making more money. Thus, Salinas became a very important supplier of vegetables for the nation.
8
STUDENT CHART FOR CAUSE AND EFFECT READING
Changes in the Salinas Economy: Understanding a cause and effect reading
Name_______________________________
Date_______________________________
Question: How did the railroad change the economy of the Salinas community?
Cause (or Because)
Effect
The railroad came to Salinas around
1872.
so this meant that farmers could grow
large amounts of wheat and barley
and ship them farther and faster to
new markets
so
Later, farmers developed ways to
irrigate (water) crops,
Questions and/or Conclusions
because they could ship sugar beets
by railroad and sell them at a good
price to a sugar beet factory nearby.
Then the railroad companies designed
refrigerated cars with ice,
so
because the refrigeration kept the
vegetables fresh.
Farmers began shipping huge amounts so
of vegetables, especially lettuce
In conclusion, these changes
meant
9
ICE KING LABEL
10
Student Cause and Effect Writing
Name _______________________________
Date_________________________________
Question: How did the railroad change the economy of the Salinas community?
When the railroad was built, this meant farmers could grow___________________________________ and
(effect)
________________________________________ . With irrigation farmers could now grow__________________.
(effect)
(effect)
These could then be shipped by ____________________to a nearby sugar beet factory and sold ______________
___________________________.
With the refrigerated railroad cars, farmers could ship ___________________
(effect)
______________________________________________________. When they started shipping large amounts of
(effect)
lettuce, Salinas became ____________________________________________________________. So in
(effect)
conclusion, these changes meant that Salinas’ farmers were now growing____________________________,
(effect)
shipping ________________________________, and making _______________________________________.
(effect)
(effect)
Thus, Salinas became a very important _________________________________________________for the nation.
(effect)
11
TEACHER KEY: SEA ROUTES TO CALIFORNIA
12
TEACHER KEY: Student Reading
Effect is underlined, cause is bolded
Changes in the Salinas Economy
A Cause and Effect Reading
Question: How did the railroad change the economy of the Salinas community?
The railroad came to Salinas around 1872. So this meant that farmers could grow large amounts of wheat
and barley and ship them farther and faster to new markets. Later, farmers developed ways to irrigate (water)
crops, so they began to raise sugar beets. They chose to raise sugar beets because they could ship sugar beets
by railroad and sell them at a good price to a sugar beet factory nearby.
Then, the railroad designed refrigerated cars with ice, so farmers began to ship vegetables to many places
farther away. Farmers shipped huge amounts of vegetables, especially lettuce, because the refrigeration kept
the vegetables fresh. So then Salinas became known as “The Salad Bowl of the Nation.”
(Teacher note- the
effect, “ Farmers shipped huge . . .” then becomes cause for “So then Salinas became . . .”) In conclusion, these
changes meant that Salinas’ farmers were now growing new kinds of crops, shipping them farther, and making
more money. Thus Salinas became a very important supplier of vegetables for the nation.
13
TEACHER KEY: CHART FOR CAUSE AND EFFECT READING
Changes in the Salinas Economy: Understanding a cause and effect reading
Question: How did the railroad change the economy of the Salinas community?
Cause (or Because)
The railroad came to Salinas around
1872.
Later, farmers developed ways to
irrigate (water) crops,
because they could ship sugar beets
by railroad and sell them at a good
price to a sugar beet factory nearby.
Then the railroad companies designed
refrigerated cars with ice,
Effect
So this meant farmers could grow
large amounts of wheat and barley
and ship them farther and faster to
new markets
so they began to raise sugar beets.
They (farmers) chose to raise sugar
beets
so farmers began to ship vegetables to
many places farther away.
because the refrigeration kept the
vegetables fresh.
Farmers began shipping huge
amounts of vegetables, especially
lettuce,
Farmers began shipping huge amounts So then Salinas became known as
of vegetables, especially lettuce,
“The Salad Bowl of the Nation.”
In conclusion, these changes
meant that Salinas’ farmers were now
growing new kinds of crops, shipping
them farther, and making more money.
Thus Salinas became a very important
supplier of vegetables for the nation.
Possible Questions and/or
Conclusions
What crops did farmers grow?
Where did farmers ship their wheat?
What do sugar beets taste like?
How do they make them into sugar?
To whom does the they refer? How
much more money did farmers
make growing sugar beets?
The vegetables would stay fresher.
What happens if we leave a head of
lettuce out on the counter for two
days?
Had people not eaten much lettuce?
Why did people outside of California
want lettuce?
Salinas was sending a lot of fresh
lettuce to new places. Farmers were
making more money. Salinas
became important for shipping
vegetables across the U.S.
The Salinas economy was stronger.
America needed the vegetables
from Salinas.
14
TEACHER KEY: Student Writing
Question: How did the railroad change the economy of the Salinas community?
When the railroad was built it meant farmers could grow large amounts of wheat and barley and ship them
farther and faster to new markets. With irrigation farmers could grow sugar beets. These could then be shipped by
the railroad to a nearby sugar beet factory and sold for a good price. With the refrigerated railroad cars, farmers
could ship vegetables to many places farther away. When they started shipping large amounts of lettuce, Salinas
became “The Salad Bowl of the Nation”. So in conclusion, this meant that Salinas’ farmers were now growing new
kinds of crops, shipping them farther, and making more money. Thus, Salinas became a very important supplier of
vegetables for the nation.
15
DAY 2/3
Materials: Crew photos, Steam train photos, Caboose photos: pp. 33-42
Student worksheets for Caboose crew jobs, Caboose photo chart, written assessment
Teacher keys for Crew photos, Caboose crew jobs, Caboose photo chart, written assessment
Procedure:
1. The Crew Jobs on Steam trains.
So we’ve learned what a big change the railroads brought to the people and the economy of Salinas. The first trains were important to
Salinas. They were steam trains and needed a crew to make them run well. (Show photos) What do you know about train jobs?
(Discuss) The jobs on the steam train were the engineer, brakeman, fireman, and conductor. (Pass out Crew Jobs on steam trains
worksheet.) We will fill this worksheet out as I read the job descriptions. (Have a copy on the document camera to help students follow
along. Some items are named in the chart others are to be filled in.)
(Next paragraph, teacher reads aloud then teacher and class read together.)
The conductor is like a captain on a ship. He is in charge of the whole train and everyone on it. . . . He watches the whole train to
make sure everything is working well. Other duties include signaling the engineer to start or stop the train; keeping a log of the journey;
and keeping records of cargo loading and delivery. He makes sure the train stays on schedule. The conductor needs a place to do his
job and he, along with the crew needs a place to live during the trip.
The engineer is the driver. He watches the train and the track and knows the right speed for the route. He also blows the whistle to let
people know the train is coming. So what do we need to add for the engineer? Keeps the right speed, yes. Blows the whistle to let
people know the train is coming. (Teacher writes on his/her copy.)
When it’s time to stop the train, two brakemen set the hand brakes on the tops of the train cars. They also help other crew members
during the trip such as helping the conductor collect tickets and signaling to the train operators while performing switching operations.
The fireman watches the steam pressure of the engine. The steam pressure is very important since steam provides the power for the
train. The fireman shovels coal into the firebox of the engine, and the coal is burned to heat the water to make steam. The fireman also
helps the engineer.
(Show crew photos)
The conductor needs a place to do his job. The conductor and crew need a place to live during trips. That special place was the
caboose.
16
2. The Caboose
The caboose was a very special part of the train. It was the conductor’s office and living quarters for people who worked on the train..
All the crew and the parts of the train were important but why was the caboose was especially important? (Show photos of outside of
the caboose,)
First, let’s see what’s inside the caboose. I’m going to show you photographs from a real caboose and we’ll see what the inside looked
like. Then we’ll take a close look at the conductor’s duties and everyone’s life on the train so we can figure out why they needed
different things. (Pass out caboose photo chart.)
So first we’ll look at the photos and write what each one is on our charts. (1st column.)
(Show photos of interior and exterior of the Caboose on the document camera and name the parts of the Caboose. Student sheet: they
list the items from the photos in order.)
Now let’s go back to the conductor’s work and decide which of these Caboose things in the photos he needed to conduct his train
business and which he and the crew needed to live. Review list the duties and needs (e.g. a place to live during the trips) of the
conductor and crew. Discuss the last column of the chart explaining what justification means.
Written assessment. Now I’m going to ask you write a short piece about the conductor’s jobs on the train. You may use the jobs
descriptions from the Crew Jobs page. Next I’ll ask you to write about why the caboose was important to the train crew. You may use
the work we’ve done today. (Pass out written assessment page. Review with students.)
17
STUDENT CHART: CREW JOBS ON A STEAM TRAIN
NAME_____________________________________________________
DATE_____________________________________________________
CONDUCTOR’S JOB
ENGINEER’S JOB

LIKE THE CAPTAIN OF A SHIP

THE DRIVER

SIGNALS ENGINEER TO START OR STOP THE TRAIN

WATCHES THE TRAIN AND TRACK

KEEPS A LOG OF THE JOURNEY

___________________________________

____________________________________

___________________________________________

___________________________________________

___________________________________________
TWO BRAKEMEN’S JOBS
FIREMAN’S JOB

SET HAND BRAKES ON TOP OF TRAIN

ASSISTS ENGINEER

____________________________________

WATCHES STEAM PRESSURE OF ENGINE

___________________________________________

____________________________________

___________________________________________
18
STUDENT CHART FOR CABOOSE PHOTOS
Name___________________________
Why was the caboose important to the train crew?
Date___________________________
Photo shows
the Caboose had
Used for conducting business
or living
desk
Business
Justification:
Why you decided item was for business or living
Where conductor could write in ledger
water supply
and sink
desk
organizer
chamber pot
lanterns and equipment
bed folded
into bench
hanging bed
19
Teacher Key: Crew jobs on steam train
CONDUCTOR’S JOB
ENGINEER’S JOB

LIKE THE CAPTAIN OF A SHIP

THE DRIVER

SIGNALS ENGINEER TO START OR STOP THE
TRAIN

WATCHES THE TRAIN AND TRACK

KEEPS THE RIGHT SPEED

BLOWS WHISTLE TO LET PEOPLE KNOW TRAIN
IS COMING

KEEPS A LOG OF THE JOURNEY

KEEPS RECORDS OF CARGO LOADING AND
DELIVERY

MAKES SURE THE TRAIN STAYS ON
SCHEDULE
TWO BRAKEMEN’S JOBS
FIREMAN’S JOB

SET HAND BRAKES ON TOP OF TRAIN

ASSISTS ENGINEER

HELPS OTHER CREW MEMBERS

WATCHES STEAM PRESSURE OF ENGINE

SHOVELS COAL OR WOOD INTO FIREBOX
20
Teacher Key for Caboose Photos
Why was the caboose important to the train crew?
Photo shows
the Caboose had
Used for conducting business or
living
Possible Justification:
Why you decided item was for business
or living
desk
business
where conductor could write in ledger
Water supply
and sink
living
Potbelly
stove
living
The crew needed water for drinking,
washing and cooking.
It’s for cooking the crew’s meals.
Desk
Organizer
business
Table and
Place setting
living
Chamber pot
living
Ice box With ice
living
Lanterns and
equipment
Bed folded
into bench
Hanging bed
business
to keep cargo records and keep the train on
schedule
for eating their meals
place to go to the bathroom
keeping food fresh
to signal engineer
living
for sitting when bed isn’t needed
living
for sleeping
21
STUDENT COPY: SHORT WRITTEN ASSESSMENT FOR
TRAIN CREW JOBS AND CABOOSE
Name_______________________________
Date ________________________________
Think what you’ve learned about the jobs the conductor had on the train and write about two of his jobs.
Then think about the caboose and the reasons it was important and write about two reasons the caboose was important to the crew.
You may use the work you’ve done today for this.
The conductor was important to the train because he_________________________________________________
(name one job he did)
__________________________________and because he_____________________________________________
(name another job he did)
___________________________________________________________________________________________.
The caboose was important to the train crew because ________________________________________________
(give one example of the importance of the caboose to the train crew)
___________________________________and because ______________________________________________
(give another example of the importance of the caboose to the train crew)
___________________________________________________________________________________________.
22
TEACHER KEY FOR WRITTTEN ASSESSMENT
For the conductor, students may use any of the conductor’s jobs listed on the Crew Jobs page. For the Caboose, students may use
information from the photos and chart.
Think what you’ve learned about the jobs the conductor had on the train and write about two of his jobs.
Then think about the caboose and the reasons it was important and write about two reasons the caboose was important to the crew.
You may use the work you’ve done today for this.
The conductor was important to the train because he (any two of the following) is like the captain of a ship, signals
engineer to start of stop the train, keeps a log of the journey, keeps records of cargo loading and delivery, makes
sure the train stays on schedule. (name two jobs he did)
The caboose was important to the train crew because they needed a place to eat and sleep, the conductor needed
a place to do his job. They needed a place to live, and other examples students might choose from crew jobs. (give
two examples of the importance of the caboose to the train crew)
23
PHOTOGRAPHS
24
1910 Steam Engine with crew
http://www.bygones.com/engin93.html
25
26
http://www.healthymomskitchen.com/wp-content/uploads/2012/05/beets-6.jpg
27
http://www.californiareport.org/archive/R201309200850/a
28
www.vanishedamerica.com
29
http://www.shelterpub.com/_blog/P9202924-lo-res.jpg
30
Virginia & Truckee Steam train, constructed in 1876
31
C.P. Huntington, Southern Pacific Railroad Steam Locomotive No. 1, at the California State Railroadeum
www.parks.ca.gova
32
33
34
CABOOSE PHOTOS (see p. 15-16 of lesson for instructions)
35
36
37
38
39
40
41
42
43
44