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Seventh Grade - Social Studies
Activities
How the Economy Works
Financial and Economic Concepts: Economic Reasoning
Seventh Grade – Utah Studies
Standard 4: Students will understand the diverse ways people make a living in Utah.
Objective 3: Examine aspects that have broadened Utah’s economy.
Use the Scholastic News Online Special Report on the economy to help students understand both general economic terms and the roots of the current crisis.
Resources for lesson - Every day we hear alarming news about the economy, the stock market, and the financial crisis. Finding the age-appropriate language and providing context for discussing this topic with your students is a challenge many teachers face.
In this special collection, you'll find advice on how to talk to your students and ideas on how to incorporate this topic into your curriculum.
The Iron Road
Financial and Economic Concepts: Economic Reasoning Seventh Grade – Utah Studies
Standard 4: Students will understand the diverse ways people make a living in Utah.
Objective 3: Examine aspects that have broadened Utah’s economy.
From website:
Objectives
Students will examine the planning, funding and building of the transcontinental railroad; demonstrate map reading skills; compare and analyze sources of information and discuss how the decision to build the railroad affected different ethnic communities.
Introducing the Program Have students consider which modes of transportation they might use to travel from New York to San Francisco and how long each journey would take. Then ask students to think about which types of transportation were available 150 years ago. Explain that The Iron Road is about the adventure of building the first railroad that spanned our continent, cutting the time of a cross-country trip from six months to ten days.
Critical Viewing Point out to students that every documentary film uses many sources of information. As they watch any documentary, they should evaluate the sources that the film uses. Have students pay particular attention to how The Iron Road uses on-screen interviews to communicate both historic facts and personal impressions. Remind students that one way filmmakers create a point of view is through careful selection of sources. Have students think about why each interview subject was chosen and weigh each subject's point of view.
Discussion Encourage students to discuss the program and share their observations. The following questions may be used to stimulate discussion.
- Why was a transcontinental railroad important to the development of the United States? What role did the government play in its development?
- What difficulties did workers face building the railroad? Which company do you think faced greater difficulties: the Central Pacific or the Union Pacific?
- How did government policy lead to conflict with Native Americans? What solutions might have been found to this conflict? Do you think today's government should make reparations for the treaties broken in the 1860's?
- Why do you think the expected expansion did not come immediately after the railroad was completed?
Follow-up Activities
- Have students work together to create a poster advertising the first transcontinental railroad. Encourage them to include information about the sights and experiences of traveling from San Francisco to New York in 1869.
- Have students improvise a historic Senate debate about the Sioux, Cheyenne, and other Native Americans. Students should take the roles of senators who were in favor of the railroad and those who wanted to honor all treaties with Native Americans.
- Point out that many folk songs, such as "I've Been Working on the Railroad," "Pat Maloy," and "Drill, Ye Tarriers, Drill," originated during the era of the railroad. Have students find several examples of workers' songs and sing them in a class concert.
Additional information
Songs for Teaching 
Classic Railroad Songs from Smithsonian Folkways
Reflections on Charitable Contributions
Financial and Economic Concepts: Charitable Giving Seventh Grade – Utah Studies
Standard 6: Students will understand the impact of major contemporary events that concern the land and people of Utah.
Objective 1: Identify and investigate major contemporary events that affect individuals, institutions, and society.
The following link contains a complete module on charitable giving, ready to use in class. It helps students become familiar with the concepts of giving, financial literacy vocabulary, and the costs and benefits of giving.
Complete Lesson Plan (pdf)
Activity 1:
After students have reviewed the module above, have them write an essay on a charitable event or activity they have been involved with or know about.
Activity 2:
Have students research Utah philanthropists (e.g., Jon M. Huntsman, James L. Sorenson, George S. and Delores Dore Eccles) and write about their lives and their contributions.
