BRING THE ADIRONDACKS INTO YOUR CLASSROOM
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|Grade: 7th Grade
Class: Social Studies
|NYS Content Area Standard:
History of the United States and New York
|NYS Interdisciplinary Standard:
||Adirondack Curriculum Content Area:
Human HistoryHealth, Recreation & Life Skills
SS 1: 1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.
3. Distinguish between near and distant past and interpret simple timelines.
|Keywords: Adirondack history, significant events, US history|
|Investigative Question or Issue: Are the Adirondacks important to the history of the United States?|
Scenario: 2001 was the 100th anniversary of Theodore Roosevelt becoming President of the United States. President Roosevelt was a former Governor of New York and was hiking in the Adirondacks when President McKinley died and Roosevelt had to be sworn in. The story of Roosevelt's travel from the Adirondacks to Washington, D.C. is just one example of how the Adirondack region has played an important part in American history at various times.
You are a team of 2 or 3 reporters for the Adirondack Daily Enterprise and have been asked to research the history of the Adirondacks as part of a special feature the newspaper is going to print celebrating Theodore Roosevelt becoming President. Specifically the newspaper editor is interested in an article showing the important connection between the history of the Adirondacks and events going on in the United States at various times.
Using the materials and resources provided or ones you can access yourselves (for instance the Adirondack Curriculum Project website at www.adkcurriculum.org), construct an annotated graphic featuring parallel timelines (i.e. two timelines covering a similar period of time in history; one a timeline of Adirondack facts & historical events, the other a timeline of American history of the same period) that the editor could use in the paper to illustrate important connections between events going on in the Adirondacks and the United States.
As you set about this task, please consider the following:
Be prepared to explain why you selected those facts/events as significant.
As you plan this graphic, take some time to consider how you might make your timelines creative and interesing to look at.
Be prepared to explain your timeline to others.
We will discuss the time parameters for completing this project in class.
You will know if this product is of quality if:
|Product Quality Checklist
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|Standard/Criteria:||Points Possible:||Points Awarded:|
The timelines are parallel in accurately depicting a period of time when Adirondack and US history were connected in important ways
The timelines are annotated with descriptions briefly explaining the connections between/among the facts/event cited
The timelines include a total of no less than 10 important dates/events, six (6) of which are specific to the Adirondacks. These events are depicted accurately
The timelines are creative and interesting to look at
All group members can respond effectively to questions about the timeline
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