It was hard to believe the two regions were part of the same country. The rapidly industrializing East bore no resemblance to most of the American West. Except for few urban centers on the coast, the West knew nothing of cities. Instead, the West was an emerging patchwork of homestead farmers, miners, and cattle ranchers. While Easterners tried to make their way in these and other professions, Native Americans desperately clung to the hopes of maintaining their tribal traditions.

This collection uses primary sources to explore the steam engine and transportation in the nineteenth century. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

This lesson was designed as the introductory lesson to a unit where students will decide if they would have built the Michigan railroads based on the way the railroad's development impacted their lives.Student-friendly objectives TLW: analyze, share, and develop a basic background knowledge of the railroads’ impact in Michigan history. TWL: understand and utilize the inquiry process to analyze research data to defend his/her decision to build/ not to build the railroads throughout the state of Michigan.

Students act as civil engineers developing safe railways as a way to strengthen their understanding of parallel and intersecting lines. Using pieces of yarn to visually represent line segments, students lay down "train tracks" on a carpeted floor, and make guesses as to whether these segments are arranged in parallel or non-parallel fashion. Students then test their tracks by running two LEGO® MINDSTORMS® NXT robots to observe the consequences of their track designs, and make safety improvements. Robots on intersecting courses face imminent collision, while robots on parallel courses travel safely.

Subject considers how the visual and material world of "nature" has been reshaped by industrial practices, beliefs, structures, and activities. Readings in historical geography, aesthetics, American history, environmental and ecological history, architecture, city planning, and landscape studies. Several field trips planned to visit local industrial landscapes. Assignments involve weekly short, written responses to the readings, and discussion-leading. Final project is a photo-essay on the student's choice of industrial site (photographic experience not necessary).