Supporting Question 1 Supporting Question 1. What did the Erie Canal provide to people in the Buffalo community? -Create an advertisement/job posting for career opportunities on the Erie Canal. Formative Performance Task -Create an advertisement for a business along the canal route (Saloon, restaurant, blacksmith, laundry...) Source A: Picture of Whipple Bridge from The New York State Archives. Students will extrapolate that engineers were needed for the canal. Source B: Picture of grain elevators from Library of Congress Source C: Picture of Erie Canal Featured Sources Source D: Picture of men working on the canal Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence. Identify, select, and evaluate evidence about events from diverse sources (including written documents, Conceptual works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary Understanding sources). 1. Explain how scarcity necessitates decision making; compare the costs and benefits of economic decisions Content Students will be able explain how the Erie Canal created jobs and businesses within the Buffalo area. Specifications Gathering, Interpreting and Using Evidence Social Studies E. Economics and Economic Systems Practices Supporting Question As students begin to think about and investigate this supporting question and the featured sources, they will explore local history and understand the importance of the Erie Canal. The images from Buffalo will offer insight into the importance of the Canal to local history. Formative Performance Task The formative performance task is to create an advertisement for jobs or businesses. Students will be able to use a Microsoft program such as Publisher to create the advertisement. They will present the ads to the class and students will be able to see how many jobs and businesses were created as a result of the Erie Canal.
Supporting Question 1 Supporting Question 1. What did the Erie Canal provide to people in the Buffalo community? Formative Performance Task -Create an advertisement/job posting for career opportunities on the Erie Canal. -Create an advertisement for a business along the canal route (Saloon, restaurant, blacksmith, laundry...) Featured Sources Source A: Picture of Whipple Bridge from The New York State Archives. Students will extrapolate that engineers were needed for the canal. Source B: Picture of grain elevators from Library of Congress Source C: Picture of Erie Canal Source D: Picture of men working on the canal Conceptual Understanding Define and frame questions about the United States that can be answered by gathering, interpreting, and using evidence. Identify, select, and evaluate evidence about events from diverse sources (including written documents, works of art, photographs, charts and graphs, artifacts, oral traditions, and other primary and secondary sources). 1. Explain how scarcity necessitates decision making; compare the costs and benefits of economic decisions Content Specifications Students will be able explain how the Erie Canal created jobs and businesses within the Buffalo area. Social Studies Practices Gathering, Interpreting and Using Evidence E. Economics and Economic Systems Supporting Question As students begin to think about and investigate this supporting question and the featured sources, they will explore local history and understand the importance of the Erie Canal. The images from Buffalo will offer insight into the importance of the Canal to local history. Formative Performance Task The formative performance task is to create an advertisement for jobs or businesses. Students will be able to use a Microsoft program such as Publisher to create the advertisement. They will present the ads to the class and students will be able to see how many jobs and businesses were created as a result of the Erie Canal.
erie_canal_idm_final_copy_grade_4__hannon_eldridge_kasianowizc.docx