Participant Name(s): Patricia Roszyk and Donna McDonough

The Last Great Canal Curriculum Project: Social Studies, Music, Language Arts, Writing, Art
Unit/Lesson Title: Multiple Intelligences and The Illinois & Michigan Canal
Intended Grade Level Third	Approximate Length: 2-3 weeks
Goals/Objectives along with Applicable Standards: Key Codes: a. SWBAT = Students Will Be Able To . . . b. TW = Teacher Will . . . c. ST = Students Will . . . d. T&SW = Teacher and Students Will . . . SWBAT understand how music and art reflects everyday life. Benchmarks: 25.B.2 Understand how elements and principles combine within an art form to express ideas 27.B.1 Know how images, sounds and movement convey stories about people, places, and times. · SWBAT listen, speak, act, write, and illustrate with understanding in order to communicate information. Benchmarks: 2.B.1c Relate character, setting, and plot to real-life situations 3.B.2b Establish central idea, organization, elaboration, and unity in relation to purpose and audience 4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience 5.C.1a Write stories based on acquired information · SWBAT understand Illinois environmental history, locate, describe and explain places and features of the state of Illinois along with understanding the historical significance of geography Benchmark 16.E.1(US) Describe how the local environment has changed over time 16.E.2c(US) Describe environmental factors that influenced the development of transportation and trade in Illinois 17.A.2B Use maps and other geographic representations to gather information about people, places, and environment 17.D.1 Identify changes in geographic characteristics of a local region (I&M Canal) Procedures: Introductory Activities: Prerequisite (skills) In small increments Teach / model how to Thoughtfully listen to a music selection Visualize a piece of music Act out the music selection Write one’s interpretation of the story Illustrate one’s interpretation of the story SWBAT demonstrate an understanding of the above While proceeding through the regularly scheduled curriculum, familiarize students with the music to be used as the impetus for writing during quiet times throughout the day for approximately one week. Play the music softly, in the background without any explanation. Lesson Development: Anticipatory Set: Show need for lesson: Parent/teacher concerns over students’ reluctance/desire to write Motivate: You’ve greatly improved upon your writing skills this year. Remember the Underground Railroad essays, pet store essays, Froggy books, Schubert’s Trout? Engage: I’d like to work with you on something new. Are you ready to try to write a story about the music you’ve been listening to this past week? Instructional sequence based on content: o T&SW discuss the topic of “canal” o TW give a synopsis of I&M Canal § T&SW then discuss o SW play act different characters involved with the I&M Canal o TW play the music CD as students formally listen to the selection § Heads down eyes closed o SW once again listen to the music CD § Closed eye “visualization” of the selection o TW monitor as students form a web (graphic organizer) of their own individual interpretations of I&M Canal o TW facilitate as SW write their sloppy copy 1 of I&M Canal o TW monitor as SW break into partnerships for peer editing of sloppy copy 1 o TW play the video of Prairie Tides as a visual aid to enable students to elaborate on their writing interpretations o TW facilitate as SW write their sloppy copy 2 of I&M Canal o TW monitor and facilitate as students break into cooperative groups to peer critique each others’ writing using a Plus / Delta format and rubric o TW monitor as each SW write his/her good copy of I&M Canal o TW scaffold and monitor as each SW illustrate his/her unique insight of I&M Canal Check for understanding: On-going analysis . . . Re-teach if necessary Practice Evaluate Instructional strategies: (as described in How the Brain Learns – A Classroom Teacher’s Guide) o Music in the Classroom o Listening to music in the classroom can promote student focus and productivity at all grade levels as long as the music played enhances rather than interferes with the situation or task. The number of beats per minute in the music is very important since music can affect a person’s heart rate, blood pressure, and emotional mood. Calming music beats at 40 to 50 beats per minute. Music that plays at about 60 beats per minute corresponds with the average heartbeat rate. Music at 80 to 90 beats per minute should be chosen for fast-paced activities. o Novelty o Today’s students’ shorter attention spans and tendency to bore easily are offset by their affection for music in the classroom. o Humor o Comic enactments of students’ experiences with characters on the canal, create a positive climate, and increases retention. o Connecting to prior learning o Students used their personal and shared experiences in order to write about the I&M Canal o Concept Mapping o Students organize and represent the relationships between and among the components of their stories
Materials: Supplies – Equipment - Technology Video – Prairie Tides Distributed by the Canal Corridor Association www.canalcor.org Songbook with Music CD – Lake Rhymes: Folk Songs of the Great Lakes Region Lee and Joan Murdock The Canaller’s Songbook William Hullfish I&M workshop materials Appropriate grade level trade books on the subject of canals (fiction & non-fiction) If You’re Not from the Prairie David Blouchard A Full Hand Thomas F. Yezerski Canals are Water Roads Lee Sullivan Hill Canals and Waterways Chris Oxlade Towpaths to Tugboats: A History of American Canal Engineering William H. Shank. P.E., et al A Great Lakes Fur Trade Coloring Book (bilingual edition) Chet Kozlak Exploring the I&M Canal: An Activity and Coloring Book That Celebrates the History of the Illinois and Michigan Canal Brian “Fox” Ellis Student created webs (graphic organizers) Writing Supplies Art Supplies Word Searches – www.puzzlemaker.com Regular Education and Adapted Vocabulary / Definition Charts Regular Education and Adapted Resources (traditional & electronic): Video (see above) Music CD (see above) I&M workshop resources Songbooks (see above) www.puzzlemaker.com http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?sr9%20rubrics
Assessment: Informal – Work in progress Anecdotal notes View student-created web (graphic organizers) Sloppy copy 1 Sloppy copy 2 Plus/Delta Peer Critique Formal – Finished product(s) - Writing rubric Artwork rubric Field Trip to a selected area on the I&M Canal Heritage Corridor Oral test upon return to classroom Determined by the teacher in accordance with student ability level

VOCABULARY / DEFINITION CHART

Word	Definition
Abraham Lincoln	president who agreed with the building of the I&M Canal
barge	flat bottomed boat that carries cargo
canal	a narrow waterway
canallers	today tells stories about the early days of the I&M Canal
cargo	goods carried by boat, or barge
disease	sickness or illness, sometimes contagious
dolomite	another name for limestone
grain	seeds, plants, cereal grasses (like wheat or corn)
Illinois River	I&M Canal joined this river to Lake Michigan
laborer	worker on the canal who did the digging
Lake Michigan	I&M Canal joined this lake to the Illinois River
limestone	rock formed by an accumulation of organic remains such as shells, coral, etc.
lock	divides a portion of a body of water using wooden gates which allow boats to move to higher or lower water levels
locktender	person who opened and closed the wooden gates of lock
mule	rope-tied animal led by the mule driver to tow the boats on the canal
mule barn	barn built for the mules to rest
mule driver	the person (usually a young boy) who led the mules pulling the barge through the canal
Nell	smartest mule on the I&M Canal – was able to get herself home without a mule driver
packet boat	transported passengers on the canal
portage	carrying of boats, goods, etc. over land
prairie	large area of grassland
scrip	given to workers instead of wages – often lost its value or became worthless
tillerman	steered the boat
toll	sum paid in order to pass through the lock
toll path	path on which the mule driver led the mule

VOCABULARY / DEFINITION CHART (adapted)

Word	Definition
barge	flat bottomed boat that carries cargo
disease	sickness or illness, sometimes contagious
limestone	rock formed by an accumulation of organic remains such as shells, coral, etc.
mule driver	the person (usually a young boy) who led the mules pulling the barge through the canal
canal	a narrow waterway
grain	Seeds, plants, cereal grasses (like wheat or corn)
lock	divides a portion of a body of water using wooden gates which allow boats to move to higher or lower water levels
prairie	a large area of grassland
cargo	goods carried by a ship, boat, or barge
laborer	worker on the canal who did the digging
mule barn	barn built for mules to rest
scrip	given to workers instead of wages – often lost its value or became worthless
portage	carrying of boats, goods, etc. over land

I&M Canal Word Search

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ABRAHAMLINCOLN	BARGE	CANAL
CANALLERS	CARGO	DISEASE
DOLOMITE	GRAIN	ILLINOISRIVER
LABORER	LAKEMICHIGAN	LIMESTONE
LOCK	LOCKTENDER	MULE
MULEBARN	MULEDRIVER	NELL
PACKETBOAT	PORTAGE	SCRIP
TILLERMAN	TOLL	TOLLPATH

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I&M Canal Word Search Solution

T E J A M E S B U T L E R A T 
O N C A N A L L E R S W B E A 
L O C K T E N D E R N R S L O 
L T C M L L O T O A A A A A B 
P S K A U S K G M H E N O B T 
A E E C N L R R A S W N A O E 
T M L S O A E M I N E L L R K 
H I U W C L L D S C R I P E C 
I L M L L I D B R I L L H R A 
I L L I N O I S R I V E R I P 
C K T C O K + + + + V + + B + 
+ + O N A G I H C I M E K A L 
+ L D O L O M I T E + + R R + 
N + + N R A B E L U M + + G + 
E G A T R O P G R A I N + E + 
 
(Over,Down,Direction) 
ABRAHAMLINCOLN(14,1,SW)
BARGE(14,11,S)
CANAL(3,4,SE)
CANALLERS(3,2,E)
CARGO(5,8,NE)
DISEASE(8,8,NE)
DOLOMITE(3,13,E)
GRAIN(8,15,E)
ILLINOISRIVER(1,10,E)
LABORER(14,3,S)
LAKEMICHIGAN(15,12,W)
LIMESTONE(2,9,N)
LOCK(6,8,NW)
LOCKTENDER(1,3,E)
MULE(3,9,N)
MULEBARN(11,14,W)
MULEDRIVER(4,4,SE)
NELL(10,7,E)
PACKETBOAT(15,10,N)
PORTAGE(7,15,W)
SCRIP(9,8,E)
TILLERMAN(3,11,NE)
TOLL(8,4,W)
TOLLPATH(1,1,S)
James Butler was known as Wild Bill Hickok

Illinois and Michigan Canal (adapted)

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