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Rails Across a Continent: Reading the Evidence worksheet preview

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Rails Across a Continent: Reading the Evidence

Read about the first transcontinental railroad and cite evidence for direct statements, inferences, and limits on conclusions.

Grade 6ELAInteractive · Printable

Aligned toRI.6.1

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students cite specific textual evidence to support directly stated information.
  • Students distinguish supported inferences from conclusions the text does not justify.

How to use

Have students read the article independently, then complete the claim-and-evidence pairs. Ask them to explain how each cited detail supports its claim.

Curriculum

Common Core standard covered

RI.6.1

Cite evidence from an informational text to support what it says directly and what can be inferred from it.

Preview

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Name Date

Rails Across a Continent: Reading the Evidence

Support direct statements and inferences with specific evidence.

Read the Article

Read the numbered paragraphs. Return to the article as you answer.

More Than a Golden Spike

1On May 10, 1869, two railroad lines met at Promontory Summit in Utah Territory. A ceremony marked the completion of the first transcontinental railroad. Photographs showed locomotives facing each other and people gathered beside the track. Yet the moment celebrated beside those engines represented years of work spread across mountains, deserts, and plains.

2Two companies built toward one another. The Central Pacific worked east from Sacramento, California, while the Union Pacific worked west from Omaha, Nebraska. Their meeting joined the western railroad to routes reaching farther east. The name “transcontinental” described a connected route across the country, not a single new track laid from one ocean shore to the other.

3The Central Pacific faced the steep Sierra Nevada. Workers cut ledges along slopes and dug tunnels through hard rock. In some places, crews worked for months to open a short stretch of route. Heavy snow could bury tracks and work areas. Progress depended on more than the number of rails a crew could place in a day.

4Thousands of Chinese immigrants supplied much of the Central Pacific's labor. The Union Pacific employed many Irish immigrants, Civil War veterans, and other workers. Crews graded land, built bridges, handled tools, and laid track. Engineers planned routes, but plans alone could not turn a rocky hillside into a railway. The finished line depended on many kinds of work, not only the work visible in a ceremony photograph.

5Construction also required a moving supply system. Rails, wooden ties, food, and equipment had to reach crews far from established towns. As track advanced, supply trains could carry materials closer to the construction front. A completed section was therefore more than a finished product: it also helped workers build the next section.

6The connected rail route made long-distance travel and shipping faster than earlier overland wagon journeys. Passengers could cross great distances without completing the entire trip by wagon. Businesses gained another way to move goods between regions. These changes extended far beyond the place where the two companies met.

7A photograph of the final ceremony is useful evidence of that gathering. It cannot, by itself, show every worker's contribution or explain years of construction. Reading accounts of the labor, landscape, and supplies adds information outside the camera's frame. The last connection was one event; building the route was a much larger process.

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