Entry 8 The Allegheny Portage Railroad

The Allegheny Portage Railroad

The Allegheny Portage Railroad moved people and materials over the western Allegheny Mountains in Pennsylvania so they could go west into the undeveloped territory of Ohio and the Louisiana Territory.   The Pennsylvania Legislature moved to construct a series of canals to connect the eastern, populated part of the state to the resource rich western part of the state.  This was in response to the opening of the Erie Canal which diverted needed trade away from Pennsylvania.  Before the Portage Railroad was constructed, people had to travel by wagon or horseback to reach the wilderness of western PA.  People or materials could be floated on rivers part of the way, but had to be carried across land.  Since things had settled down after the American Revolution and President Jefferson had made the Louisiana Purchase, people began to move west at an increasing rate.  This westward expansion into the new territory was slowed by the fact that people were limited to walking, riding horses, or riding in wagons.  When they reached the large mountain range in western Pennsylvania, the travel slowed even more.  Horses and wagons were very difficult to maneuver through the narrow paths in the forests up and over the mountain.  Also the grade or incline of the mountain was too steep to go straight over.  Travelers had to go up the mountain at an angle, often moving up the mountain in a zigzag manner to be able to climb the grade.  Traveling over the mountain in this manner add a lot of time to the already exhausting trip.  It made it difficult to get needed supplies to the frontier and to get resources such as farm products and lumber back to the east.  It took more than 30 days to travel from Philadelphia in the east to Pittsburgh and the Ohio border in the west.  The Allegheny Portage as part of the ambitious canal system, reduced that travel time to five or six days to go the same distance.  The Allegheny Portage Railroad ways in operation for over twenty years and helped open the west to settlers.  This great feat of engineering was an important step between wagons and the modern railroad system that provided the most effective mode of transportation for the time.   (Content)

Using a modern highway map of PA, a canal map from the period before the Portage Railroad, and a canal map that includes the Portage Railroad, students will map a trip across PA from Philadelphia to Pittsburgh.  Then using average speeds for each method of travel (foot/wagon, canal & railroad, car) students will estimate the travel times for each mode of travel.  (Creative Activity)

In whole group we will discuss the importance of a reliable transportation system for an economy to get people and materials from one place to another.  We discuss ways we travel today. (DOK1) We discuss how transportation has changed over time.  (DOK2)We talk about how long it took to travel from Philadelphia to Pittsburgh before the Allegheny Portage Railroad and what all could have happened or changed in three weeks.  (DOK3) We talk about how travel may change in the.  How might we be trave8.ling in your lifetime? (DOK4)

(Standard-5.3.2.A, 7.1.2.B, 7.3.2.A, 8.2.2.C, 8.3.2.B)

Domain 1a, 1b, 1d, 2a, 2b, 3a, 3b, 3c

 

Entry 7: Maple Syrup- Better than Money

Maple Syrup-Better than Money

Somerset, PA is the third largest maple syrup producer in the United States.  Maple syrup has been a big part of the Somerset economy for a very long time.  Many large family farms collect the maple sugar water (or xylem sap) that is produced by a variety of maple trees and process it into delicious maple sugar products.  Maple syrup, maple sugar, maple candy, and maple cream are just a few items that can be made from the sweet, sticky sap that comes from maple trees.  For generations, families in Somerset, PA have used maple syrup and other maple products to create a cash income.  It requires forty gallons of sugar water to make just ten gallons of maple syrup.  It can take 10 to 12 hours to boil down a batch of syrup. It took a lot of work, but for their effort and time, they could create a very valuable product.  Even when money was limited and times were tough, the sweet treats were popular and could be bartered for things that families needed.  Photographs from Somerset, PA will be used to help students visualize the setting. (Content)

Students will watch as the teacher heats maple syrup to the appropriate temperature.  The syrup will then be drizzled into small cups of cool water to create “spatza” ( a taffy like maple syrup product).  As students begin tasting the spatza, the teacher will start stirring the remaining syrup in a bowl until it begins to cool.  When the syrup is cool enough, students will begin taking turns stirring the syrup.  The stirring process will continue until the syrup reaches a granular sugar consistency.  At this time students will be able to sample maple sugar.  (Creative Activity)

During the heating and stirring process, which takes some time, we will discuss the process of making the syrup.  How long does it take to make a batch of maple syrup?  Can anyone tell me how much sugar water or xylem sap it takes to make ten gallons of syrup? (DOK1) 

After students sample the maple products the discussion will continue.  Why do you think the syrup had/has such value? (DOK2) The economy of Somerset is greatly involved in maple sugaring.  What do you think might happen if they suddenly lost the ability to make maple syrup products? (DOK3) How do you think it would affect the local economy if Somerset were to become the number one producer of maple syrup in the United States?  (DOK4)

(Standard, 6.2.2.A, 6.2.2.D,6.2.2.E, 6.2.2.G, 6.3.2.A, 6.4.2.A, 6.5.2.A)

Domain: 1a, 1b, 2a,2b, 3a, 3b, 3c, 3e

Entry 6 The Battle of New Orleans: A Decisive Victory for Planning

The Battle of New Orleans; a Decisive Victory for Planning

The Battle of New Orleans was a decisive victory for American forces in the War of 1812.  Although it was fought two weeks after a peace agreement was reached in Europe, word of the cease fire had not yet reached the British forces in America.  The commander of the British forces in the Gulf of Mexico believed that there was a great deal to be gained by seizing New Orleans and he proceeded to try and carry out his plan to attempt to bring the outlying trading post under British control.  Unbeknownst to the British command, the privateer, Jean Lafitte, had warned the American command of the impending attack.  With this knowledge, the American militia was dug in and prepared for the coming attack.  This ability to prepare in advance may well have been the major advantage that propelled the smaller American force to an overwhelming victory led by Colonel Andrew Jackson.  Not only did the American volunteers defeat the British, they did so with very little loss of soldiers on their part.  The American victory was a result of careful planning and preparation and the willingness of the volunteers to follow the instructions of their commanders.  (Content)

In whole group we will talk about the very decisive battle and how the volunteers quickly and efficiently did the duty they were called to do following the order and rules of their commanding officers.  We discuss how as students and classmates we all have to work together to make our classroom work efficiently.  We discuss some of the rules in the classroom that make class work more smoothly.  Students site examples of classroom rules. (DOK1) Would it be fair for some students to be expected to follow the rules and others not expected to follow them?  (DOK2)  What would happen if there were no classroom rules? (DOK3) Can anyone make a connection to how the volunteers followed their orders and a time when you followed instructions?  How did that turn out? (DOK4) (standard, 5.1.2.A, 5.1.2.B, 5.1.2.C, 5.1.2.D, 5.2.2.A, 5.2.2.D)

Students will write about a time when they followed the rules and a time when someone did not follow the rules in a classroom.  They will then draw a picture for each situation demonstrating what would happen. The stories may be fiction or non-fiction, but students should not name any other actual students in the stories. (Creative Activity)

Domain 1a, 1b, 2a, 2b, 3a, 3b, 3c

Entry 5 Lewis & Clark; Responsible Explorers

This is a second grade lesson.

Lewis & Clark; Responsible Explorers

President Thomas Jefferson wanted to know everything there was to know about the Louisiana Territory which he had worked diligently to buy from France.  To learn about this vast new addition to our young country, President Jefferson sent Meriwether Lewis and William Clark on a two year journey to explore this mysterious land.  The expedition was the first American expedition to cross what is now the western portion of the United States.  Lewis and Clark worked as co-leaders of a select group of roughly 30-40 U.S. army volunteers and explorers. This great expedition went from the Mississippi River to the West Coast and back and began in May of 1804 and ended in September 1806. Some of the duties Mr. Jefferson charged them with were to explore and map the new territory, find a practical route to the Pacific Ocean, identify plants and animals living in the area, and to record what the climate was like. (Content) There are woods and a walking path behind W.W. Evans Elementary school. We will begin our “expedition” by taking a short bus ride over to the school.  Much like Lewis and Clark began their journey on the familiar waters of the Mississippi River.  Students will take materials to use to draw maps of the surrounding area and to sketch images of plants and animals they see on the trip.  Students will be encouraged to be as accurate and descriptive in their explanations as possible and imagine that the things they are seeing are being seen for the first time.  (Creative Activity)

In whole group we will discuss the importance of Lewis and Clark’s responsibilities and how challenging it would have been for them. Standards 5.1.2.E, 5.2.2.A,5.2.2.B, 5.2.2.C,5.2.2.D, 5.3.2.D,5.3.2.F, 7.2.2.A  We will talk about responsibilities that we have i.e. homework, chores, and younger siblings.  DOK 1 What would happen if we didn’t take our responsibilities seriously?  We discuss why those responsibilities are important and why we need to make sure we meet our responsibilities.  DOK 2 What may be some consequences? (Lose recess, time out, lose allowance, etc.)DOK 3 What would have happened if Lewis and Clark had not been responsible in their duties? (Bad information about the purchase, poorly made maps, unprepared settlers, public opinion of purchase may be bad, may want to sell territory back.)  DOK 4

 

Domain 1a,1b,1f,2a,2b,3a,3b,3c,3d,3e                     

Entry 4 George Washington-First President, First Gardener

 George Washington-First President, First Gardener

“Liberty, when it begins to take root is a plant of rapid growth.” This is just one quote from George Washington that references his love of gardening.  Not only was he our first president, George Washington was also a very avid agriculturalist.  He loved to read and learn about things and he was fascinated with improving the productivity of his home gardens.  George Washington was known to experiment with plants to try to improve the yield of their produce.  His love for plants is very evident in the gardens at his home in Mount Vernon.  George Washington took great pride in his gardens and not only designed them to be productive but to also be very aesthetically pleasing.  He really enjoyed watching the process of plants growing from seed to adult.  He said, "Bad seed is a robbery of the worst kind: for your pocket-book not only suffers by it, but your preparations are lost and a season passes away unimproved."   (Content)

Students will be able to examine images of George Washington’s gardens on the web site http://www.mountvernon.org/visit-his-estate/general-information, as well as pictures from the book  “George Washington’ s Mount Vernon “.

As a group we will talk about plants.  (standard, PA Science 3.1.2.A3, 3.1.2.A5, 3.1.2.B6, Writing CC1.4.2.A We will review the different parts of a plant and how they grow.  (DOK1) We will discuss the importance of plants.  (DOK2)  We will discuss how important plants and gardens were in George Washington’s time when markets were not as readily available, and students will give examples of foods they could not have if they weren’t grown in the home garden. (DOK3) Students are asked to create scenarios of what would have happened if Mount Vernon didn’t have such expansive and successful gardens. (DOK4)

Students will plant and water seeds.  Students will get a choice of peas, beans, marigolds, and daisy seeds.  Students will monitor and record the progress of their plants daily in a plant journal.  After the plants have grown to develop mature parts, students will draw a picture of their plant and label the various parts.  (Creative Activity)

Domain 1a, 1b, 1c, 1d, 2a, 2b, 2e, 3a, 3b, 3c, 3e

Entry 3 The Battle of Baltimore and the Star Spangled Banner

The Battle of Baltimore and the Star Spangled Banner

After marching on Washington D.C. in August of 1814 and burning the buildings of the capital, British forces turned toward our nation’s third largest city, Baltimore.  The seasoned and formidable British army was supported by an equally seasoned and formidable British navy off the coast of Maryland.  The British assault on Fort McHenry, which stood ready to defend the water entrance to the great city, was relentless and heavy.  The war ships provided a constant barrage of fire upon the fort for over twenty five hours.  Throughout this horrific onslaught of destruction, Francis Scott Key was being “detained” on a truce ship in the harbor.  From this vantage point he could see all the terrible destruction that was being rained down upon the fort.  It was after the Battle of Baltimore upon seeing that Fort McHenry was still standing and had not surrendered that Mr. Key composed his patriotic poem “The Star Spangled Banner”.   (Content)

As a group we will discuss what it means to be patriotic.  (standard, 5.1.1.F, 5.2.2.D, 5.4.2.A, 8.1.2.B, 8.1.2.C, 8.3.2.B)    What does it mean to be patriotic?  (DOK1) What are some ways that a citizen can demonstrate patriotism? (DOK2)  How did Mr. Key’s act of patriotism compare to the patriotism shown by the brave soldiers defending the fort? (DOK3)  Do you think the poem would have been as moving and patriotic if Francis Scott Key had not been able to witness the battle? Explain. (DOK 4)  

After the teacher reads, “The Star Spangled Banner” aloud as a poem, students will write patriotic poems.  Students will be provided with visual images of national monuments and patriotic symbols to help inspire ideas for poetry about patriotism. (Creative Activity)   

Domain 1a,1b,1c,1d, 2a,2b,3a,3b,3c,3e

Entry 2 Presidential Biographies

Presidential Biographies

Thomas Jefferson’s Vice President was in a duel with Alexander Hamilton in 1804. The duel was not the only interesting historical event to unfold during Jefferson’s presidency.  The Louisiana Purchase, the Lewis and Clark Expedition, and repeal of the law that caused the Whiskey Rebellion are just a few interesting events from our third president’s term in office.  Our first president, George Washington, never got to live in the White House.  John Adams, our second president and the first Vice President, helped draft the Declaration of independence and was the first president to live in the White House. (His wife used to hang her laundry to dry in the East Room!) James Madison was our fourth president and his term saw the War of 1812, also known as the Second Revolutionary War. James Monroe led our country as our fifth president during what was known as the Era of Good Feelings. It was also during his term in office that the fateful Missouri Compromise was passed.   (Content)

Students will read biographies of the first five presidents from the school library.  They will note and share important events from each biography. DOK1 We will discuss what elements are present in biographies (important dates, major events, anecdotal information, etc.) and how we could go about writing a biography. We will discuss the fact that presidents are not the only people to experience interesting events in their lives. DOK2 The class will prepare to interview 4 volunteer grandparents to write biographies about their lives by creating a series of questions to use for group interviews. DOK3 Students will be guided to create such questions as: When/where were you born?  Where did you grow up?  What was it like when you were a child?  Where did you go to school? How are things different now from when you were a child?  What did you do for fun?  What important historical events have happened in your life? What have been some important personal events (i.e. travel, wedding, birth of a child)?  Are there any personal achievements in which you take particular pride?  Students will work in small group.  Each group will be interviewing one grandparent.  Each student will be responsible for asking and recording the answer to at least one question. DOK4  All group members should record each answer that is given by their group’s interviewee.  After the interview, each group will use the notes taken from the interviewee’s answers to compile a biography as a group. (Creative Activity)

PA Common Core Standards: CC.1.2.2.A,CC.1.2.2.B,CC.1.2.2.E,CC.1.2.2.L,CC1.4.2.ACC1.4.2.BCC1.4.2.C,CC1.4.2.D,CC1.4.2.F,CC.      1.4.2.O,CC1.4.2.P,CC.1.4.2.T,CC1.4.2.V,CC1.4.2.W,CC1.5.2.A,CC.1.5.2.BCC1.5.2.C

Domain 1a, 1b, 2a,2b,2c,2d,3a,3b,3c,3d,3e,4c