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Beyond the Golden Spike worksheet preview

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Beyond the Golden Spike

Analyze an original article about the first transcontinental railroad and cite strong evidence for direct statements and inferences.

Grade 8ELAInteractive · Printable

Aligned toRI.8.1

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What’s included

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

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Multiple choice, Matching, Circle the answer, Short answer

About this worksheet

What students practice

  • Students identify the evidence that most strongly supports direct statements about an informational text.
  • Students support inferences with precise details and distinguish evidence from unsupported conclusions.

How to use

Have students read the article independently, then compare the strength of possible evidence. Ask them to explain why a relevant detail may still be insufficient.

Curriculum

Common Core standard covered

RI.8.1

Cite the evidence that most strongly supports what an informational text says directly and what can be inferred.

Preview

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Name Date

Beyond the Golden Spike

Choose the strongest evidence for statements and inferences.

Read

Read the article. Return to the numbered paragraphs when evaluating evidence.

Beyond the Golden Spike

1On May 10, 1869, a ceremony at Promontory Summit in Utah marked the joining of the Central Pacific and Union Pacific railroads. A famous photograph shows locomotives facing each other and people gathered between them. The scene offers a memorable ending to a construction story. Understanding the railroad's achievement, however, requires looking beyond the moment when the rails met.

2The Central Pacific built eastward from Sacramento, California, while the Union Pacific built westward from Omaha, Nebraska. Construction crews needed more than open ground ahead. Rails, tools, food, and other supplies had to reach workers as the track advanced. A shortage of supplies could stop track laying even when workers had already prepared the ground.

3Geography created different problems along the route. In the Sierra Nevada, Central Pacific crews cut tunnels through hard rock. Heavy mountain snow could bury tracks and interrupt travel, so wooden snow sheds protected exposed stretches. Across other sections, workers graded uneven ground and built bridges. The railroad was not simply a pair of rails placed on a level surface.

4The workforce included people with different backgrounds and skills. Chinese workers made up most of the Central Pacific's construction workforce. Irish immigrants and Civil War veterans were among those employed by the Union Pacific. Some workers handled explosives and rock; others shaped roadbeds, laid ties, or organized supplies. Progress depended on these connected tasks, although a photograph of a ceremony cannot show the full workforce spread along the route.

5The completed connection greatly reduced the time needed to travel between the eastern United States and the Pacific Coast. Journeys that had taken months by wagon could be made in days by rail. Yet the new construction itself did not stretch from the Atlantic Ocean to the Pacific Ocean. It connected with existing rail lines farther east, making the larger journey possible through a network rather than one newly built line.

6Joining the tracks did not finish the work required to operate the railroad. Locomotives needed fuel and water, and stations helped support regular service. Rails, bridges, and other structures required inspection and repair after construction ended. The ceremony marked a connection, not the disappearance of maintenance needs.

7The photograph preserves something important: the public celebration of a completed link. It does not record every supply delivery, tunnel, or repair that made that link useful. Read alongside accounts of construction and operation, the image becomes one piece of evidence rather than the entire explanation.

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