NYSHA

NYSHA

Walk on the Wild Side

Using the various murals, relief carvings and animals of the Empire State Carousel, students will take a ride through the history of New York State. They will learn the important people, places and species that make New York special. The students will reflect on, interpret and evaluate the carousel as folk art and have the opportunity to explain its cultural and historic dimensions. Students will also create their own animal to take home.
4th to 7th Gr.

Duration: 
2 hours
On or off site (for workshops): 
On-site
Site: 

Assembling the Future - Twentieth Century Industry in New York State

pub_date: 
July 2007

Industry CoverStudents are introduced to 20th century industry in New York State, which was a center of change and commerce and the source of new technologies that created many industries and advanced and complicated others.

Learning Goals: 
Understand what industry is and how four specific industries in New York State have evolved
Recognize the connection between industry and New York State geography, the economy, the arts, and civil liberty
Focus on the industry's impact on the human experience
Pages: 
30 (teacher guide - 4; student DBQ - 26)
Essay?: 
no
Site: 

Finding a Better Way: Reform Movements of the 19th Century

pub_date: 
July 2007

Reform CoverStudents learn about some of the social, political, and cultural developments in 19th-century New York State and the consequences of those developments.

Learning Goals: 
Know and understand four of the major reform movements that took place in New York State in the 19th century
Become familiar with some of the participants in these movements, the methods they used to create change, and how and why these changes took place
Write an essay describing these reform movements and how they are an essential part of our culture and society
Pages: 
20 (teacher guide - 5; student DBQ - 15)
Essay?: 
yes
Site: 

New Land… New Beginnings… New York: The Story of Immigration in New York

pub_date: 
July 2007

New Land CoverStudents familiarize themselves with primary source documents relating to immigration and discover key concepts about the process of immigration.

Learning Goals: 
Become familiar with the use of primary sources to gain information about historical events, eras, and processes
Become aware of the process of immigration and the ways of life of American immigrants in the 19th and 20th centuries
Write an essay discussing the motivations for immigrating, the experience of immigration, and the maintenance of immigrants' cultural traditions
Pages: 
25 (teacher guide - 9; student DBQ - 16)
Essay?: 
yes
Site: 

Maps: Understanding Our Place in the World

pub_date: 
July 2007

Maps CoverStudents are introduced to geography, become familiar with basic map reading skills, and learn how geography manifests itself in their everyday lives. Students will also be exposed to a variety of maps, learn to recognize what variable each map is identifying and how to differentiate between types of maps. This curriculum will conclude with a final project in which the students will create a topographical map and a political map of a fictitious town.

Learning Goals: 
Become familiar with the study of geography and the use of maps
Gain awareness of the variety of maps and their applications
Be able to design maps of the local community
Pages: 
31 (teacher guide - 8; student DBQ - 23)
Essay?: 
yes
Site: 

Community Decision Making: Deciding the Future of Two Historic Buildings

pub_date: 
July 2007

Students gain an understanding of history and the importance of community decision making by studying primary source documents related to the restoration or demolition of historic buildings in Cooperstown, Otsego County, New York. Community Cover

Learning Goals: 
Understand the important decisions made at the local government level regarding historic buildings and the impact that citizen involvement can have on those decisions
Use primary sources to gain information about the choices citizens can make about historic buildings in their communities
Write an essay comparing and contrasting decisions made concerning two historic buildings
Pages: 
17 (teacher guide - 6; student DBQ - 11)
Essay?: 
yes
Site: 

The Erie Canal: Impact on People and Cities

pub_date: 
July 2007

Students use information from primary documents to describe the social and economic community in Utica after the opening of the Erie Canal. Erie Canal Cover

Learning Goals: 
Learn how the lives of individuals are rooted in specific places and within a specific time frame
Understand the historic development of a canal city and the economic and geographic factors that shape urban growth
Write an essay describing the businesses, the trades, and the community in Utica, New York, after the Erie Canal was built
Pages: 
17 (teacher guide - 7; student DBQ - 10)
Essay?: 
yes
Site: 

Pages