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Erie Canal Mystery Through History

by  Monroe #1 BOCES - Technology Services

Program image

For the last 14 years, Monroe #1 BOCES has facilitated an exciting collaboration with 4th grade students about the Erie Canal. In The Mystery Through History students learn about other communities and history near the Erie Canal, as well as explore the historical impact of the Erie Canal. Each historical character will interact with students as they gather facts about the Erie Canal and clues about the mystery of the stolen ring. The program focuses on transportation, economy, geography, and westward expansion through NYS.

*NEW Resources*
-Black Inventors Presentation and Video Resources

-How the Erie Canal Impacted Indigenous Peoples of NYS Presentation and Video Resources


Program Rating

   based on 3 evaluation(s).
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About This Program

Cost

Multipoint: $175.00
Multipoint Premium: $175.00
Point to Point: $175.00
Point to Point Premium: $175.00
By Request: $175.00
By Request Premium: $175.00


Fee is for Erie Canal Mystery Through History - Video Conference.

Length

60 - 75 minutes


Target Audience

Education: Grade(s) 3, 4, 5

Minimum participants:

8 students

Maximum participants:

30 students


Primary Disciplines

Social Studies/History, Economics/Business, Language Arts/English, Writing, Reading, Problem Solving Geography


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, Blue Jeans, etc...)
Zoom



Booking Information

Program is offered throughout the entire school year.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs canceled due to nature, i.e. snow days.

The full fee will be charged to sites which cancel with less than 48 hours notice.

About This Provider

Content Provider logo

 

Monroe #1 BOCES - Technology Services

Rochester, NY
United States

Monroe #1 BOCES has a long-standing history of developing programs to meet the diverse needs of general, special, talented, and at-risk students. Monroe #1 BOCES expertise lies in providing unique and innovative solutions to complex challenges locally for its component school districts.

Contact:
Doreen Pietrantoni
doreen_pietrantoni@boces.monroe.edu
5852497221

Program Details

Format

1. Welcome classroom(s)!
2. Classroom(s) introduce themselves providing location information.
3. Each classroom will ask questions of the historical characters.
4. Each classroom will share facts learned from each historical character.
5. Each classroom will share clues about the mystery of the stolen ring.
6. The classrooms will provide evidence of why one of the suspects is guilty of the crime.

Objectives

The participants will:
- Understand roles of businessman, migrant, inventor, ship captain, and communities during the building and use of the Erie Canal
- Engage with historical characters and gather facts about the Erie Canal
- Understand how the Erie Canal influenced westward expansion.
- Understand how the Erie Canal influenced the economy and population along the Erie Canal.
- Understand the geography of New York created the necessity of inventions, such as locks, in order for the Erie Canal to be built.
- Explore how the building of the Erie Canal impacted Indigenous Peoples of NYS.
- Understand the role of Black inventors during the time of the building of the Erie Canal.

Standards Alignment

National Standards

Next Gen Standards ELA

4SL3: Identify and evaluate the reasons and evidence a speaker provides to support particular points.
4SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for audience.
4W7: Recall relevant information from experiences or gather relevant information from multiple sources; take notes and categorize information, and provide a list of sources.
4SL1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
4SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for audience.

Social Studies Framework Standards

Social Studies Practices
Gathering, Interpreting and Using Evidence
Recognize, use,and analyze different forms of evidence to make meaning in social studies (including primary and secondary sources, such as art and photographs, artifacts, oral histories, maps, and graphs)

Chronological Reasoning and Causation
Identify the relationship between multiple causes and multiple effects, using examples from his/her life and from a current event or history.

Recognize and identify patterns of continuity and change in New York State.

Comparison and Contextualization
Identify a region in New York State by describing a characteristic that places within it have in common, and then compare it to other regions.

Identify multiple perspectives from a historical event.

Recognize the relationship between geography, economics, and history in social studies.

Describe historical developments in New York State with specific details, including time and places.

Geographic Reasoning

Use location terms and geographic representations, such as maps,photographs, satellite images, and models, to describe where places are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.

Identify how environments affect human activities and how human activities affect physical environments.

Describe how human activities alter places and regions.

Economics and Economic Systems

Explain how scarcity necessitates decision making; compare the costs and benefits of individual and economic decision.

Distinguish between the various types of resources (human capital, physical capital, and natural resources) required to produce goods and services.

Civil Participation

Identify people in positions of power and how they can influence people’s
rights and freedom.

State Standards

ISTE Standards for Students

1 - Empowered Learner - Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
1c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

3 - Knowledge Constructor - Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
3d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

6 - Creative Communicator - Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
6c Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6d Students publish or present content that customizes the message and medium for their intended audiences.

7 - Global Communicator - Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
7a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
7b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.