• Printer Friendly Version

Subject

English Language Arts (2005), Social Studies

Assessment

General Assessment

Participation in discussion

Quality of journal entries

Specific Assessment

Using their journals and the word wall as resources, each student writes a letter to the teacher from the point of view of Marco Paul. In the letter, he or she explains what was learned about the canal and how it was learned.

After completing the book, assess the students' understanding of vocabulary, events, and concepts using the Unit Evaluation.

Learning Context/ Introduction

In Jacob Abbott's book, Marco Paul's Travels on the Erie Canal, Marco's cousin Forester explains to Marco that there are two "modes of acquiring knowledge" -- through books and through observation. Students obtain more complete and meaningful understanding of a topic when provided with experiences that use both primary and secondary sources. Join Marco on his educational voyage in the 1840s, experiencing the Erie Canal and "lessons in life" firsthand.

Objectives

Students will:

 

• understand the impact of the Erie Canal on the economic and social growth of New York and the nation;
• use a variety of different resources (people, photographs, maps, text, etc.) in different media (print, music, electronic, video, etc.) to gather and interpret information using established criteria;
• develop an understanding of the diverse social, historical, and cultural dimensions during the early years of the Erie Canal through literature; and
• apply what they have learned by creating a primary source alphabet book on the Erie Canal.

 

Procedure

The procedure for this learning experience consists of the following parts:

Pre-Reading Activities - study primary sources from the 1840s to gain an understanding of the time period; create a word wall of important vocabulary terms.
Introduction to Classroom Reading - introduce the novel and response journal format.
Chapter I: Planning - follow the map along the Erie Canal and learn more about boats and aqueducts.
Chapter II: The Packet - introduce the concept of a maxim.
Chapter III: Getting on Board - learn about life in Schenectady, New York.
Chapter IV: Night - write about life on a packet boat.
Chapter V: Canajoharie - learn how a lock works.
Chapter VI: Honesty - discuss moral character.
Chapter VII: The Pass of the Mohawk - identify types of transportation used in the Mohawk Valley.
Chapter VIII: Perplexity - learn about issues facing Little Falls, New York.
Chapter IX: A Project - write on a variety of topics ranging from geography to economics.
Chapter X: The Steersman - understand the impressions people make on one another.
Chapter XI: The Ride - learn from mistakes.
Chapter XII: The Outlet - reach the end of the journey in Troy, New York.

Student Work

• View an example of a word wall created by students for their classroom.
• View a student-created example of a Response Journal used during the classroom reading and study of Marco Paul's Travels on the Erie Canal.

Pre-Reading Activities

Preparation

1. Print out several copies of the "Graphic Organizer for Mind Travel" for student use (see below.)
2. Primary source materials for the "Mind Travel" activity are available on the pages linked below. To obtain larger images suitable for classroom distribution, click on each of the thumbnails. Print out copies of the four gallery pages and/or the pages containing the larger images.

Images from American Memory: Part One

Images from American Memory: Part Two

Images from the New York State Historical Association Library: Part One

Images from the New York State Historical Association Library: Part Two

Activity One

In the first pre-reading activity, students study primary source materials to increase their understanding of the time period, the 1840s, in which the story takes place.

1. Divide students into small groups.
2. Give each group a packet of primary source materials containing images from American Memory (Part One and Part Two) and images from the New York State Historical Association Library (Part One and Part Two.) Students examine these primary sources to acquaint themselves with the entertainment, transportation, daily life, and business/industry of the 1800s.
3. Give each group a copy of the "Graphic Organizer for Mind Travel" for keeping track of their observations about the images.
4. Allow students time to study their sources, using the graphic organizer to guide them through the process.
5. As a class, students discuss what they learned from their sources about life in the 1800s.
6. Supplement the primary source materials with information that may not have been readily evident in the sources provided.

Activity Two

In the second activity, students become familiar with a number of vocabulary words in the book that are relevant to canal transportation and to the time period in which the book was written.

1. Before beginning to read the book, have students create a word wall with the following words from Chapter I and the prefatory material:
   • weigh lock
   • era
   • profile
   • merchant
   • settee
   • carpetbag
   • promenade-deck
   • terminations
   • ascended
   • emigrants
   • excursion
   • aqueduct
   • contrivance
   • engraving
   • berth
2. Lead the students in a brainstorming session to generate lists of possible meanings for the words.
3. Keep the lists visible while reading the book so that the class can discuss each word as it is encountered in context.
4. As each word is encountered, students draw pictures to illustrate the word.
5. The class may add other words to the word wall as appropriate.

 

• Graphic Organizer for Mind Travel

 

Introduction to Classroom Reading

Preparation

1. View a student-created example of a Response Journal used during the classroom reading and study of Marco Paul's Travels on the Erie Canal.
2. Review a complete list of "Response Journal Questions" that the students will answer after reading and discussing each chapter in the book.
3. Arrange time for the students to create their own journals, possibly during art class.
4. Print out class copies of the Marco Paul's Travels on the Erie Canal Packet.

Lesson

Marco Paul's Travels on the Erie Canal was first published in 1847. The book's style of writing and its language are rich, but challenging to modern students. We recommend that the class read the book aloud and discuss the material in depth.

1. Introduce the book by examining the prefatory material (see "Marco Paul Packet" below.) Students look at and discuss the packet that shows the book cover, title page, verso page, illustration, and preface preceding Chapter I.
2. Review or introduce the terms "monograph" (book) and "primary source".
3. Explain to the students that they will study this monograph because:
   1. it is rich in historical information about the period in which it was written; and
   2. it is a primary source from the Erie Canal era.
4. While reading the book, each student creates a personal Response Journal. Students record their reflections before, during, and/or after each reading session. The journal entries reflect thoughts about the day's reading through focus questions and/or related prompts.
5. Students make their first entries in their journals at the end of this lesson by answering the response questions for "Introduction to Classroom Reading."

Marco Paul Packet

Response Journal Questions

Chapter I: Planning

Preparation

1. Print out class copies of the following:
   • Chapter I: Planning
   • Map of New York State
2. Primary source materials for Chapter I are available on the following pages. To obtain larger images suitable for classroom distribution, click on each of the thumbnails. Print out copies of the two gallery pages and/or the pages containing the larger images:
   • Primary Source Materials for Boats
   • Primary Source Materials for Aqueducts

Lesson

1. Read aloud in class Chapter I of Marco Paul's Travels on the Erie Canal.
2. Provide students with a map of New York. Have students trace the route and modes of transportation taken by Marco and Forester from New York City to Schenectady.
3. Design symbols to represent the different types of transportation.
4. Show students pictures of boats and aqueducts.
5. After classroom discussion, students answer the response questions for Chapter I in their journals.
6. </OL

Chapter II: The Packet

Preparation

Print out class copies of Chapter II: The Packet and Primary Source Materials for Maxims.

Lesson

1. The focus for this chapter is the concept of a "maxim." Teachers are advised notto introduce the concept of the word "maxim" before reading Chapter II in class. The examples used in the text will provide the opening needed for a great classroom discussion!
2. Read aloud in class Chapter II of Marco Paul's Travels on the Erie Canal.
3. After classroom discussion based on the examples in the chapter, students study and discuss the Primary Source Materials for Maxims.
4. Students answer the response questions for Chapter II in their journals.

Chapter III: Getting on Board

Preparation

Print out class copies of Chapter III: Getting on Board and Primary Source Materials for Schenectady, New York.

Lesson

1. Read aloud in class Chapter III of Marco Paul's Travels on the Erie Canal.
2. In reading and discussing this chapter, students focus on the setting and life of the city of Schenectady.
3. After classroom discussion, students complete the response questions for Chapter III in their journals.

Chapter IV: Night

Preparation

Print out class copies of Chapter IV: Night and "Sensory Images Graphic Organizer."

Lesson

1. This chapter focuses on descriptive writing. Before reading Chapter IV, prepare students to listen for sights, sounds, smells, and feelings experienced on a packet boat at night. Provide students with a graphic organizer to record the sensory images found in the chapter.
2. Read aloud in class Chapter IV of Marco Paul's Travels on the Erie Canal.
3. After classroom discussion, students answer the response questions for Chapter IV in their journals.

 

• Sensory Images Graphic Organizer

 

Chapter V: Canajoharie

Preparation

Print out class copies of Chapter V: Canajoharie and Locks on the Erie Canal.

Lesson

1. Read aloud in class Chapter V of Marco Paul's Travels on the Erie Canal.
2. In this chapter, Marco has the opportunity to learn how a lock works on the canal. Have students read the detailed description "Locks on the Erie Canal" to gain a better understanding of this mechanism.
3. After classroom discussion, students answer the response questions for Chapter V in their journals.

Chapter VI: Honesty

Preparation

Print out class copies of Chapter VI: Honesty.

Lesson

Chapter VI focuses on "moral character." Forester teaches Marco about deception and concealment using examples that students can understand. The chapter gives a deeper look at the concept of "character," and how someone can "lose his character" through his or her actions.

1. Read aloud in class Chapter VI of Marco Paul's Travels on the Erie Canal.
2. The class discusses the concept and examples of "moral character" found in this chapter.
3. After classroom discussion, students answer the response questions in their journals.

Chapter VII: The Pass of the Mohawk

Preparation

1. Print out class copies of the following:
   • Chapter VII: The Pass of the Mohawk
2. Primary source materials for Chapter VII are available on the following pages. To obtain larger images suitable for classroom distribution, click on each of the thumbnails. Print out copies of the two gallery pages and/or the pages containing the larger images:
   • Primary Source Materials for the Transportation Corridor Through the Mohawk Valley
   • Primary Source Materials for Train Transportation

Lesson

1. Before reading the chapter, share maps and photographs showing the "transportation corridor" through the Mohawk Valley with the students.
2. This is an opportune time to reinforce earlier discussions about the geography of New York and its impact on transportation.
3. Have students examine sketches, drawings, and pictures of early locomotives, cars, inclines, etc., in order to visualize train transportation during the middle 1800s.
4. Read aloud in class Chapter VII of Marco Paul's Travels on the Erie Canal.
5. After classroom discussion, students answer the response questions in their journals.

Chapter VIII: Perplexity

Preparation

Print out class copies of Chapter VIII: Perplexity and Primary Source Materials for Little Falls, New York.

Lesson

In this challenging chapter, Forester is "perplexed" about the flow of the water in the aqueduct. The chapter also contains accounts of feeder canals and the old locks in Little Falls.

1. Read aloud in class Chapter VIII of Marco Paul's Travels on the Erie Canal.
2. Have the class examine engravings and photos of the Little Falls aqueduct and maps of Little Falls during this time period.
3. After classroom discussion, students answer the response questions in their journals.

Chapter IX: A Project

Preparation

Print out class copies of Chapter IX: A Project.

Lesson

Teachers may choose to focus on one or more of a variety of subjects from Chapter IX. The journal response questions for this chapter suggest some possibilities.

1. Read aloud in class Chapter IX of Marco Paul's Travels on the Erie Canal.
2. After classroom discussion, students answer the response questions in their journals.

Chapter X: The Steersman

Preparation

Print out class copies of Chapter X: The Steersman.

Lesson

1. Read aloud in class Chapter X of Marco Paul's Travels on the Erie Canal.
2. Marco meets several people in this chapter who behave or say things that perplex him. Center classroom discussion on aspects of human nature, behavior, and the impressions that we make on others.
3. After classroom discussion, students answer the response questions in their journals.

Chapter XI: The Ride

Preparation

Print out class copies of Chapter XI: The Ride.

Lesson

1. Read aloud in class Chapter XI of Marco Paul's Travels on the Erie Canal.
2. Lead discussion around the fact that Marco expects to be punished for a mistake that he makes. Forester knows that Marco will learn more from the mistake itself than from any punishment.
3. After classroom discussion, students answer the response question in their journals.

Chapter XII: The Outlet

Preparation

Print out class copies of Chapter XII: The Outlet and Primary Source Materials for Troy, New York.

Lesson

1. Read aloud in class Chapter XII of Marco Paul's Travels on the Erie Canal.
2. Marco and Forester arrive in Troy where there is a connection between the canal and the river. Students find that the ending isn't what they expected!
3. After classroom discussion, students answer the response questions in their journals.

Resources/Materials

Books

• Abbott, Jacob. Marco Paul's Voyages and Travels on the Erie Canal. Interlaken: Empire State Books, 1987.
• A Canal Boat Primer on the Canals of New York State. Ed. Staff of the Canal Museum. Syracuse: Canal Museum, 1981.
• Harness, Cheryl. The Amazing Impossible Erie Canal. New York: Simon & Schuster Books for Young Readers, 1995.
• Hullfish, William, comp. and ed. The Canaller's Songbook. Berkeley Heights: Canal Captain's Press, 1984.
• Rinker, Harry L. "The Old Raging Erie... There Have Been Several Changes:" A Postcard History of the Erie Canal and Other New York State Canals (1895-1915). Berkeley Heights: Canal Captain's Press, 1984.
• Stack, Debbie J., and Donald A. Wilson, ed. Always Know Your Pal: Children on the Erie Canal. Syracuse:  Erie Canal Museum, Inc., 1993.

Magazines

• Cobblestone: The Erie Canal. October 1982.

Video

• Lane, Pancho. Along the Erie Canal. Ethnoscope, n.d..

Online Resources

• Marco Paul's Travels on the Erie Canal by John Abbott
• Images from American Memory: Part One
• Images from American Memory: Part Two
• Images from the New York State Historical Association Library: Part One
• Images from the New York State Historical Association Library: Part Two
• Primary Source Materials for Boats
• Primary Source Materials for Aqueducts
• Primary Source Materials for Maxims
• Primary Source Materials for Schenectady, New York
• Locks on the Erie Canal
• Primary Source Materials for Train Transportation
• Primary Source Materials for Little Falls, New York
• Primary Source Materials for the Transportation Corridor Through the Mohawk Valley
• Primary Source Materials for Troy, New York

Extension

After reading the book, students apply their knowledge of the Erie Canal and primary sources to create a Primary Source Alphabet Book about the canal.

Duration

Four weeks

Author

Janet Williammee and Rhonda King

Source

Reproduced from the Library of Congress web site for teachers. Original lesson plan created as part of the Library of Congress American Memory Fellows Program.

Related Academic Standards

New York State

MST5.E.IT6.1 Students describe how technology can have positive and negative effects on the environment and on the way people live and work.

MST5.I.IT6.1 Students describe how outputs of a technological system can be desired, undesired, expected, or unexpected.

SS.E.1.1A Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

SS.E.1.3B Students classify information by type of activity; social, political, economic, technological, scientific, cultural, or religious.

SS.E.1.4C Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

View All