The Erie Canal

Content Knowledge

Declarative (At the end of the unit, students will know or understand (that)…

• the geography surrounding and involved with the Erie Canal
• reasons the canal needed to be built
• the key political leaders responsible for the canal.
• identify reasons for building the canal
• the characteristics of a canal worker’s life
• the construction involved in building the canal,
• life in New York State differed before and after the canal was built and used.
• how a canal lock works

Procedural (At the end of this unit students will have the ability to…)

• construct a map demonstrating geographic knowledge.
• work in cooperative groups, or with partners
• search the Internet, viewing web sites and moving between links.
• use "bookmarks" or "favorites" from the internet.
• write a friendly letter.
• use a Venn Diagram to compare and contrast
• draw diagrams labeling the parts (of a working lock).

Essential Questions

• How does the development of a regions transportation system affect people’s lives and the region’s development?
• How does the geography of a region affect the transportation systems?
• How and why does transportation change over time?

English Language Arts

Standard 1 - Language for Information and Understanding

Students will read, write, listen, and speak for information and understanding.

Elementary - Listening and Reading

1. Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

• gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams.
• select information appropriate to the purpose of their investigation and relate ideas from one text to another
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
• ask specific questions to clarify and extend meaning
• make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

Elementary - Speaking and Writing

2. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely and comprehensibly.

Students:

• present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
• select a focus, organization, and point of view for oral and written presentation
• use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts

observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structure appropriate to written forms.

Social Studies

Standard 1 - History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Elementary

1. The study of New York and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

• Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Students:

• distinguish between near and distant past and interpret simple timelines.

1. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

• gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
• classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
• identify individuals who have helped top strengthen democracy on the United States and throughout the world.

M/S/T

Standard 2 - Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

Elementary -

Information Systems

1. Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Students:

• use a variety of equipment and software packages to enter, process, display, and communicate information on different forma, using text, tables, pictures, and sound
• telecommunicate a message to a distant location with teacher help.

access needed information from printed media, electronic databases, and community resources.

Time Frame:

The time frame for the unit will depend on how many computers and book sources you have available. In our building I would plan on 5-6 days for the cooperative groups or partners to do their research. Then I would allow another 6-9 days for the follow-up activities. I usually like to work from 40 minutes to an hour. You can do the activities throughout the research process or after you are finished. I like to disperse the activities throughout so the students see a purpose.

Initiating Activity

Teacher will start the Erie Canal unit with a K-W-L Chart. Teacher hangs a piece of chart paper on the board.

A "K" written at the top, teacher explains to students that she wants to hear all the things they know about the Erie Canal. Teacher writes down everything students offer, even incorrect information.

Part of the learning process is to make these corrections as we go.

The next step is to hang a second piece of chart paper on the board. Now teacher asks what the students want to know or wonder about, the Erie Canal. Both sheets of paper are displayed in the room as the unit progresses.

Learning Experiences: Research

Cooperative Grouping/Pairing: The students ideally are paired for computer use. You can use more students in a group, traditionally 3 or 4 in a cooperative group. This allows the teacher to match students of various ability and to try and have at least one member of the group be computer literate. Working in at least pairs also allows the students to learn socially. Both group members are responsible for the "researchers log" and for the activities that will stem from this research. This research aspect usually takes about 5-6 days at 40 minutes to an hour each day. Viewing a number of web sites and using various reference materials allows the students to consider the research from various perspectives. The research also allows the students to make decisions on their own and have ownership over learning. Investigation of the web sites allows the students a chance to dig for information using a source of technology, which is very motivating.

The groups will rotate between using computers, and various "book centers". I like to have a computer center, a trade book center, an encyclopedia center and a text book center. Make sure and receive parent permission before you start any Internet project.

Activities stemming from research:

Map- At the beginning of the unit after the initiating activity the teacher will give students a map of New York State. Students will be responsible for labeling various cities, and landforms that will help students understand how the geography of the state effected the canal and how the canal effected the development of the state.

Paragraph- (Why was the Erie Canal built?) (2 days- @ 40-60 min.)

Students will use the notes they took on their researcher’s log, to compose a well-written paragraph, which explains why the canal was built. The paragraph should include a good topic sentence, and be supported by facts, which explains the needs the canal filled. In all of the writing assignments, I like to ask the kids to peer edit each other’s papers and then I have a quick writing conference with each child. This conference allows me to work on individual problems students may be having with their writing. Each conference should only take about 5 minutes since you are only going over a single paragraph. This is only a rough estimate. Paragraphs should be re-written after these writing conferences, and graded according to the rubric.

Paragraph – (Who was responsible for the canal being built?) 2 days @ 40- 60 min.

As in the paragraph above students will compose a paragraph to answer the question, "Who was responsible for the canal being built?" The paragraph should include a good topic sentence and be supported by the facts explaining the political leaders who worked to see the canal completed. Again peer review techniques and teacher-writing conferences should be used. Paragraphs should be re-written after these writing conferences, and graded according to the rubric.

Paragraph- (What would a trip on the canal have been like?) 2 days @ 40-60 min.

This paragraph, like the two before, should answer the question, include a good topic sentence and information to support that sentence. This paragraph is also a chance to be creative. The students can take the point of view of a high class traveler or a ship worker or even of the mule or horse that pulled the canal boats. Once again the peer reviewing and teacher writing conferences should be used. Paragraphs should be re-written after these writing conferences, and graded according to the rubric.

*With all of these writing assignments I like to have a sharing period at the rough draft stage, so that students can get feed back, and so that students who have a harder time getting started can hear some examples and perhaps be inspired.

Friendly Letter (2 days @ 40-60 min.)

• Teacher will demonstrate writing a friendly letter to students using the overhead projector or the chart paper. Teacher will define each part of the letter, and explain what each is for. Students will practice by writing letters to a buddy in the room. Teacher will check letters over as kids write and point out mistakes. The second day the teacher will assign the letter from the canal worker’s point of view. Taking a different point a view allows the student to consider different perspectives.

Comparing and Contrasting – (1 day @ 40-60 min.)

At some point during the unit, most likely after all of the research has been completed, the teacher should lead a class discussion in which he/she and the class compare and contrast life in New York State before the canal and after the canal. I like to use a Venn Diagram for this. I usually call on students to offer suggestions for how the state was before the canal, and how it was after the canal. Then we look for aspects that did not change, or items that were the same.

Working Locks: The teacher can expose students to a working lock in a number of different ways. I think it really helps students to see if first hand. If you can get a video of a ship being raised or lowered in a lock that is a wonderful way. It is also easy enough to make a homemade model with some kitchen supplies. You can also use the web and reference materials. After demonstrating how a lock works and discussing what geographical features make a lock system necessary, students are asked to draw and diagram, "How a Lock Works." This analysis of the lock system really will turn on your art, science and engineering type students.

Culminating Activity

During the unit the students will listen to the Erie Canal song

in the music class. At the close of the unit students will take the song and modernize it. Students will be required to add information to the song that they discovered in their research. Songs will be graded on content primarily, with some emphasis on creativity. Students will work in cooperative groups or solo to turn the song into a modern version containing the new information they discovered. Groups can decide to change the song to sound like a RAP song, country song, hip-hop or any other style the kids enjoy. Students will perform "new song" for the class. If teacher wants to, performances can be video taped.

This activity is a chance for students to show what they have learned in a creative outlet. Students who are very uncomfortable singing can recite the song in poetry format, as long as they modernize it, add information found in research and make it their own. Grading for this activity should be on an effort or pass fail basis; it is not about musical talent but content of the song (see rubric).

Describe what will be done

• Teacher will assign a map of New York State at the beginning of the unit, and expose students to reference materials. Upon completion of the maps teacher will use the overhead map for review of the material.
• Teacher will supply students with the reading material and divide the students into cooperative groups. While students are working teacher is touring the room and answering questions students have. Students will work to fill out their researcher’s log.Students will write two paragraphs using the notes they had taken on their researcher’s
• log, to explain why the canal needed to be built and who was responsible.
• Students should use writing process,including peer and teacher editing. Paragraphs should be re-written after these writing conferences, and graded according to the rubric
• Teacher will supply students with reading materials and divide students into cooperative groups or pairs. While students are working teacher is touring the room and answering questions students have. Students will work to fill out their researcher’s log.
• Students will write a paragraph. Students should use writing process, including peer and teacher editing.
• Paragraphs should be re-written after these writing conferences, and graded according to the rubric.
• Teacher will supply students with reading materials and divide students into cooperative groups or pairs. While students are working teacher is touring the room and answering questions students have. Teacher will demonstrate writing a friendly letter to students using the overhead projector or the chart paper. Teacher will define each part of the letter, and explain what each is for. Students will practice by writing letters to a buddy in the room. Teacher will check letters over as kids write and point out mistakes. The second day the teacher will assign the letter from the canal worker’s point of view.
• Teacher will demonstrate a lock with a model and video of a present day lock. Students will then use reference materials to draw the diagram.

Learning Experiences

Procedural Knowledge

Learning Experiences

Extending and Refining

Rubric

Materials

Web site address:

www.buffnet.net/erie-canal/The Amazing Impossible Erie Canal

by Cheryl Harness

www.syracuse.com/features/eirecanal/

www.crisny.org/useres/yollesj/New York Yesterday and Today

Silver Burdett and Ginn (4^th grade textbook)

www.history.rochester.edu/canal/

www.albany.edu/gp/eriecanal.html

www.canals.state.ny.us/canals/history.index.html

www.eriecanalvillage.com Various encyclopedias (if needed)

www.cnyric.org/cnyregion/canal/

Researcher’s Log

Please take notes in these areas as you research. (Remember notes do not have to be in complete sentences)

Why was the canal needed in New York State?

Who were the people who really pushed to have the canal constructed?

Who physically built the canal? What was it like to work on the canal?

Once the canal was built what was the celebration like?

Describe some of the towns that built up as a result of the canal. Why was this?

What was a trip along the canal like?

Why did the popularity and use of the canal eventually die off?

Pass – Fail rubric for Erie Canal New Song

Passing songs will contain new information found during researching the unit. The song contains some information from almost every category on the "Researcher’s Log".

It is obvious some effort was put into the song and the students tried to be creative, while still being accurate.

Failing songs do not contain new information, or very little of it. The students simply changed the words and format of the old song. Very little effort was put into trying to be creative.

1. Student is able to log onto school

network and onto the internet

1. Student is able to type in specific

internet address.

• Student is able to move between various

hyperlinks on the internet.

• Students will be able to use "bookmarks"

or "favorites" on the internet