In a Word
A compilation of hundreds of word stories and histories that have appeared in CALLIOPE magazine duri … (more info)
Paperback - $10.95
|
|
Teacher's Guide for APPLESEEDS Growing Up on the Erie CanalJanuary 2002
This guide was prepared by Mary Shea, Ph.D. Dr. Mary Shea teaches undergraduate and graduate reading courses at Canisius College in Buffalo, NY.
The following guide is designed as an extension to the reading and discussion of three articles in this issue of APPLESEEDS - "Kids at Work," "The Land of Promise!," and "Montezumas Swamp." Students will analysis the hardships faced by those who built and worked on the canal as well as the factors that motivated people to endure such conditions. Students will begin to see that many circumstances and needs drive people to persist tenaciously at difficult tasks.
Objective:
As an extension to the reading and discussion of this magazine article, students will: - consider the circumstances that drove people to work on the canal despite the extremely difficult conditions.
- examine the difficulties encountered by canal builders.
- outline the jobs that one could have as a worker on the Erie Canal once it opened.
- write for further information from the Niagara County Historian Office or the Lockport Locks and Erie Canal Cruises in Lockport, NY.
Bloom's Taxonomy (level of skills):
Knowledge, Comprehension, Analysis, Synthesis
Materials:
January 2002 Issue of APPLESEEDS, vocabulary transparency, and reading guide
Anticipatory Set (Motivation): - Ask students if they have ever helped an adult dig a hole to plant a tree, put in a fence post, or put in a mailbox post. Discuss the difficulties of such a task (e.g. hitting stone, shovel piled with dirt that is heavy to lift, moving the displaced dirt).
- Review the dimensions and length of the canal as reported in the issue and ask students to consider the amount of manpower needed to dig "a hole" that size with the kind of equipment that existed at that time.
- Have students share their reactions with a partner (1 minute). Share some reactions whole group.
- Explain that today's readings will describe what led people to take jobs building the canal as well as jobs working on the canal when it opened. Readers will also find out about the hardships that these people faced in their work.
Teacher Input: - Explain to the children that immigrants (in the past and today) come to this country in search of a better life. Many leave countries where they have faced starvation, persecution, or the ravages of war. Many arrive with few possessions and work very hard to build a good life in their new land.
- Introduce vocabulary from the selections that needs to be developed before students read. Read the sentences and discuss the meanings of words in bold type. (A separate page lists these sentences. This can be made into a transparency.)
- Introduce the reading guide that students will use to organize information and prepare for discussion of each article.
Guided Practice: - Ask children to scan the title, subtitle, pictures, and picture captions for the article, "The Land of Promise!" Ask how the subtitle words in quotes are a sales pitch - much like advertisements today. Ask student to describe the information they've collected from viewing the pictures.
- Direct students to read pages 20 - 21 silently and then complete the first part of the reading guide.
- Call on students to share reactions and comments to the article. Ask students to share their answers for each part of the guide related to this article.
- Ask children to examine the pictures for the article, "Montezumas Swamp." Ask students to describe the information they've collected from viewing the pictures.
- Direct students to read pages 22 - 23 silently and then complete the second part of the reading guide.
- Call on students to share reactions and comments to the article. Ask students to share their answers for each part of the guide related to this article.
- Ask children to examine the pictures for the article, "Kids at Work." Ask students to describe the information they've collected from viewing the pictures. Explain that the "towpath" seen is used today by walkers, joggers, and bicyclists.
- Direct students to read pages 14 - 16 silently and then complete the third part of the reading guide.
- Call on students to share reactions and comments to the article. Ask students to share their answers for each part of the guide related to this article.
Independent Practice:
At a later time students will write a letter to one of the following, asking for information, brochures, or pictures that will add to their knowledge of the Erie Canal.
Niagara County Historian Office
139 Niagara Street
Lockport, NY 14094 | Lockport Locks & Erie Canal Cruises
210 Market Street
Lockport, NY 14094 |
Closure: - Give students a few minutes to think about the following question.
In what ways was this country "the land of promise" for the immigrants who built the canal and in what ways was it not what they expected? - Ask students to share their ideas.
Evaluation:
The teacher will assess students' ability to: - read carefully and accurately complete each part of the reading guide.
- engage in discussion about each reading, contributing responses that reflect complete and deep understanding.
- thoughtfully respond to the closure question.
- construct a clearly written letter requesting information from one of the resources provided.
Access the: |
|
Home
Back
Print