BRING THE ADIRONDACKS INTO YOUR CLASSROOM


ADIRONDACK CHALLENGES

Saranac Lake Cure Cottages
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Grade: 4th - 6th Grade
Class: Social Studies
Author: Kim Whitling
NYS Content Area Standard:
Social Studies:
History of the United States and New York
Geography
NYS Interdisciplinary Standard:
English Language Arts:
Standard 1: Language for Information and Understanding
Adirondack Curriculum Content Area:
Human History
Performance Indicators:

Social Studies Standard 3

Performance Indicators: Use a number of research skills to locate and gather geographical information about issues and problems. Interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems.

ELA Standard 1

Performance Indicator: Stating a main idea and supporting with facts, details, and examples. Present reports of approximately five minutes for teachers and peers. Summarize main points. Use notes, outlines, and visual aids appropriate to the presentation.

Keywords: tuberculosis, Saranac Lake
The Challenge:
Investigative Question or Issue: Why did people with tuberculosis come to the Adirondack village of Sararanc Lake to heal? What happened when they did?
Context:

Between 1873 and 1945 many people stricken with tuberculosis traveled to the Adirondack village of Saranac Lake for treatment. This challenge encourages students to explore this historical phenomenon and understand the impact it had on the population and economy of the region.

To prepare the class for this challenge, the teacher will want to do several things:

  • 1)  Show the class several pictures of Saranac Lake and its natural surroundings. Use pictures taken from the late 1800s and early 1900s if possible. Ask the students to brainstorm/speculate regarding the question: "What is it about this area that might contribute to healthy living?"
  •  2)  Introduce the class to the life of Dr. Edward Livingston Trudeau. Use the websites cited below as a resource. Ask the class to speculate about Dr. Trudeau's motivation for getting so involved with victims of tuberculosis?.
  • 3)  Encourage students to create a first draft of their poster and perhaps outline their presentation for feedback from the teacher moving on to copy
  • 4)  Direct student attention to the following websites as potential resources:
The Challenge:

In teams organized with the help of your teacher, develop a presentation in which you directly address the Investigative question above.

As you plan your presentation please consider the following:

1) Make sure your presentation has a clear introduction, middle, and ending

2) Make sure you answer the Investigative Question directly using accurate information taken from  your research. Be sure you have a response to these Focus Questions:

- What were the characterisitics of the natural and social environment of the Adirondack region around Saranac Lake that made it a place for healing?

- What happened to the patients who came to Saranac Lake? Where did they come from?  How long did they stay in Saranac Lake? What portion of them were actually healed?

- What impact did the coming of the tubercular patients have on the village of Saranac Lake? (population, size of village, kinds of people who came to Saranac Lake, wealth, construction of roads and buildings, public services?)

Please create a poster that could have been used as an advertisement to encourage patients with tuberculosis to come to the Cure Cottages in Saranac Lake. Use this poster to support your presentation.

As you design your poster be sure to consider the following:

1) The poster should describe and/or illustrate the most important information a patient would want to know to persuade him/her to come to Saranac Lake

2) The poster should be visually appealing and correct in spelling, grammar, and word usage. All the information communicated in the poster must be factually accurate.

3) The posters must be of a size and quality suitable for public display. Eventually the posters will be put up in the fifth grade wing for all to see.

All members of your team should participate in some way in the presentation and be prepared to answer questions about any aspect of this project.

Produced at the 2008 Adirondack Geography Institute; reviewed & edited by the ACP.

Quality Standards:
  • 1)  The presentation answers the Investigative Question directly. Each Focus Question is addressed in reasonable detail.
  • 2)  The presentation includes an introduction, middle, and ending
  • 3)  The information included in the presentation and poster is accurate
  • 4)  The poster describes/illustrates important and accurate information relating to the topic.
  • 5)  The poster is visually appealing.
  • 6)  The text of the poster is correct in spelling, grammar, and word usage.
  • 7)  The poster is of a size and quality suitable for public display. It meets the Quality Criteria described and posted in class.
  • 8)  All aspects of this challenge are completed on time
Product Quality Checklist
Print This Checklist
Standard/Criteria: Points Possible: Points Awarded:

The presentation answers the Investigative Question directly. Each Focus Question is addressed in reasonable detail.

25

The presentation includes an introduction, middle, and ending

5

The information included in the presentation and poster is accurate

10

The poster describes/illustrates important information relating to the topic

25

The poster is visually appealing.

5

The text of the poster is correct in spelling, grammar, and word usage.

20

The poster is of a size and quality suitable for public display. It meets the Quality Criteria described and posted in class.

5

All aspects of this challenge are completed on time

5

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