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The Last Great Canal Curriculum Project: A Study of the Illinois
and Michigan Canal and the I & M Canal National Heritage Corridor |
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Unit/Lesson Title: “Heritage” – “Hey, That’s the Name of Our School!” |
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Intended Grade Level: 7th |
Approximate length: 1-2 Weeks |
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Applicable Standards -
Illinois Learning Standards-Social Science: 14.D.3 – Describe roles and influences of individuals, groups, and media in
shaping Illinois and U.S. public policy. 15.A.3a, 3b, 3c, & 3d – Understand how different economic systems operate in the exchange,
production, distribution, and consumption of goods and services. 15.B.3b – Explain the effects of choice and competition on individuals and
the economy as a whole. 15.D.3a, 3b, & 3c – Understand trade as an exchange of goods and services. 16.A.3a, 3b, & 3c – Apply the skills of historical analysis and interpretation. 16.C.3a & 3b – Describe economic motivations that attracted Europeans and others
to America. Also, explain relationships among the American economy and
slavery, immigration, industrialization, labor, and urbanization. 16.D.3 – Identify the origins and analyze consequences of events that have
shaped world social history including famines, migrations, plagues, and slave
trading. 16.D.3a & 3b – Describe characteristics of different kinds of communities and
families in various sections of America in the early 19th Century. 16.E.3a & 3b – Describe how settlers in Illinois and the U.S. adapted to, used,
and changed the environment prior to and after 1818. 17.A.3a & 3b – Locate, describe, and explain places, regions, and features on the
Earth. 17.B.3a & 3b – Analyze and explain characteristics and interactions of the
Earth’s physical features. 17.C.3a, 3b, & 3c – Understand relationships between geographic factors and society. 18.C.3b – Explain how diverse groups have contributed to U.S. social systems
over time. |
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Goals/Objectives Goal: Students will gain a better understanding of the canal period in U.S.
History, and more specifically, will discern the importance of the Illinois
and Michigan Canal on the development of Illinois as a state and Chicago as a
prominent city. Note: In September 2001, Graves Junior High School in Cook County School
District 104, Summit, Illinois, became a middle school and was renamed Heritage Middle School after the
Illinois and Michigan Canal National Heritage Corridor. The I & M Canal
ran near Summit when it was in operation. As a result, my students will
investigate why their school is named Heritage
and learn about the rich history surrounding the I & M Canal. Objectives: Students will: v
Examine the history and
development of the Illinois and Michigan Canal. v
Analyze the I & M
Canal’s impact on the development of canal towns along the corridor as well
as the city of Chicago. v
Understand the vocabulary
words related to the canal period. v
Apply key geographic
concepts to the social, economic, and political factors surrounding the
construction and operation of the I & M Canal. v
Examine which groups of
immigrants came to the area because of the canal and what their experiences
were. Compare this to the immigration experience today. v
Categorize jobs associated
with canal towns in the 1800’s and compare them with occupations today. v
Inquire into and explore
what life was like for people living in northern Illinois in the 1800’s. v
Classify which industries
developed in the area because of the canal. v
Discover the impact
certain epidemics, diseases, and unhealthy living conditions had on the
people living in the area during that period. v
Gain personal insights
into social, economic, and political causes and effects of building the
Illinois and Michigan Canal by investigating personal backgrounds and
motivations of the people who lived during that time. v
Develop an understanding
of the historical time frame of this period. v
Describe how inventions
and advances in technology helped in the building and operation of the canal. v
Investigate how the
railroad led to the decline of the use of canals. v
Investigate what led to
the reversing of the flow of the Chicago River and the outcome of this
project. v
Synthesize historical data
and trends through the project and the related activities. v
Discover what the Illinois
and Michigan Canal National Heritage Corridor is and what impact it has on them. |
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Procedures LEARNING CHALLENGE: (For
Students) Congratulations! You have been selected to represent your school in a
“Celebrate Illinois History Day” and to speak at the General Assembly in
Springfield, Illinois. Your school is named Heritage Middle School and you
have heard that the name has some local historical significance. You are
responsible for sharing with the State Senators and State Representatives the
importance of your school name to the history and development of Illinois,
and specifically to Chicago and the surrounding area. Investigate your
school’s name and the history that is related to it.
Activities - These are
required of all students: v
View I & M Canal Prairie Tides video and answer
questions on handout while watching video. After, discuss video with entire
class. v
Vocabulary worksheet
associated with terminology from the Prairie
Tides video. v
Have a “Canaller” “as a
first person” speak to the class to bring the I & M Canal story to life.
These programs are free, however, donations are accepted. Contact Jim Carr
(1-630-325-1528) v
Students fill in and color
two blank outline maps of the important geographic locations associated with
the I & M Canal: one of the Eastern U.S. and one of the Illinois area. NOTE: Since we are all individuals and learn differently, the students will
choose any three (3) of the following activities that interest them to reach
the goal of the learning challenge explained above. The activities are
intended to encompass many of the learning styles and multiple intelligences
in order to allow the students to become successful in this project. CHOOSE ANY THREE (3) OF
THE FOLLOWING ACTIVITIES: (Some of the activities can be team projects) v
Map packet: Study the maps
in the packet and label the blank outline maps according to the directions. v
Make charts or graphs on
any of the following: 1) canal information - costs, tonnage, miles of canal,
etc. 2) jobs associated with: a)the building of the canals, b)the operation
of the canals, or c)canal towns. 3)diseases and epidemics of the period.
4)railroad information. 5)inventions and new technology of the period that
helped in the creation and maintenance of the canal. 6)industrial output of
the area. (Or any other topic that interests you.) v
Create a timeline of
Illinois canal history. You can make this as detailed as you wish. v
Make a drawing, diorama,
or cartoon on any topic of the canal history you like. v
Study the poetry and songs
of the canal period and then create your own song or poem. v
Build a model of a canal,
canal lock, or an aqueduct. v
Bulletin board scavenger
hunt: Answer the handout questions using the bulletin board in the classroom
on the I & M Canal. v
Make a brochure to
advertise for people to come to the area to help in the building of the
canal. v
Make a newspaper from the
canal period. v
Create a small play on one
aspect of the canal period. v
Compare immigration from
the canal period to immigration today. You can make a chart, do an oral
presentation, or use any other way to carry out the assignment. v
Keep a daily journal of
any individual from the canal period for a period of two weeks. (These
individuals can be canal workers, captains of canal boats, farmers in the
area, blacksmiths, etc.) v
Create a PowerPoint
presentation on any aspect of the canal period. v
Readings and primary
sources packet: Complete the readings and answer the questions related to
them. v
Write any essay on any
topic on the canal period that interests you. v
Make a poster of how
Archer Avenue and Harlem Avenue got their names. (These are the main streets
near our school.) v
Use any method you like to
illustrate what the Illinois and Michigan Canal National Heritage Corridor
is. |
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Materials (handouts,
worksheets, equipment, etc.): Reading and Photo Vault: http://imcanal.lewisu.edu/index.htm Workshop Photos: http://imcanal.lewis.edu Additional readings and
handouts on the history of the I & M Canal. Blank outline maps,
labeled maps, and colored pencils and markers for map projects. Posterboards, construction
paper, and other materials students will need to complete the assignments. |
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Resources (traditional
& electronic): Lewis University website
on the I & M Canal: : http://imcanal.lewis.edu Chicago Historical
Society: http://www.chicagohs.org/canal/ Illinois Department of
Archives: http://www.sos.state.il.us.department/archives/i&mpack/i&mintro.html Heritage Corridor
Convention & Visitors Bureau Primary sources, overhead
transparencies, illustrations, and brochures on the history and significance
of the I & M Canal. Maps from Illinois History. Illinois
History Teacher, Volume 11:2.
Illinois Historic Preservation Agency. Springfield, Illinois. 2004 Conzen, Michael P., Knox,
Douglas, & Cremin, Dennis H. 1848:
Turning Point for Chicago/ Turning Point for the Region. The Newberry Library.
1998. Haymar, Don & Tom
McNamee. Streetwise Chicago – A History
of Chicago Street Names. Loyola University Press. Chicago. 1988. Mayer, Harold M. &
Wade, Richard C. Chicago – Growth of a
Metropolis. The University of
Chicago Press. Chicago. 1969. Ranney, Edward, Hiss,
Tony, Harris, Emily J., & Heat-Moon, William L. Prairie Passage – The
Illinois and Michigan Canal Corridor. University of Illinois Press.
Urbana and Chicago, Illinois. 1998. Shank, William H. Towpaths to Tugboats - A History of American Canal Engineering.
The American Canal and Transportation Center. York, Pennsylvania. 1982. Young, David. Chicago Maritime – An Illustrated History.
Northern Illinois University Press. DeKalb, Illinois.
2001. Vasile, Ronald S.,
Sterling, Robert, Garfield, Linda, & Brown, Virginia S. I & M Canal Pioneers’ Stories:
Bringing History to Life in the Illinois and Michigan Canal National Heritage
Corridor. Canal Corridor Association. 1999. |
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Assessment(s): Assessment will be ongoing
regarding the team and individual activities of the students. A rubric will
be used to assess the culminating project of presenting orally to the class,
which will act as the Illinois general Assembly, the historical importance of
their school name (Heritage). |
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