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Introduction
Programs -
Soldier's Day
Exploration
Lesson Plans
Park Visit
Post-Visit
Materials
Self Guided
Lesson Materials
Activity Packet
Brief Histories
Resources
Fourth Grade Education Packet
Exploration Program
"The Oneida Carry and Fort Stanwix - A Crossroad to Change"
Rationale:The syllabus for fourth grade social
studies in New York State requires students to make conclusions about how their
local community works as part of state and national communities. It also states
that "the people, places, and events significant in the history of the local
community will be stressed" as well as "the relationship of local issues and
events to national historic events will be established by using selected
parallel studies in American history". The syllabus also requires that ten key
concepts be covered in grades K-6 to build a foundation for the concepts being
learned in grades 7-12. The Fort Stanwix National Monument Exploration Program
for fourth grade will cover environment and change to focus on how their local
area has changed over the past 200 years.
Theme:Because the Oneida Carry was a significant
portage on a major water route through New York State, this made the area
surrounding the Carry highly susceptible to change.
Goal:Students will draw conclusions about the
significance of the Oneida Carry based on the transformation of the area
throughout time.
Objectives:
Students will:
Pre-Visit:
Complete mandatory pre-visit lessons to familiarize them with the significance of the Oneida Carry and Fort Stanwix.
Visit:
Participate in a specialized exploration of Fort Stanwix National Monument as it pertains to the New York State syllabus for 4th grade Social Studies.
Post-Visit:
Complete provided activities to reinforce the ideas discussed during the visit to Fort Stanwix National Monument.
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Pre-Visit Lesson Plans:
Lesson 1 (mandatory)- Changes in the Oneida Carry
Educational Goal:To show how an important
geographical area such as the Oneida Carry changes to keep up with the area's
society.
Behavioral Objectives:
Students will:
- Compare six maps of the Oneida Carry - pre
1758, 1758, 1815, 1850, 1900, 1975.
- Answer provided questions about the map
study.
- Hypothesize about what the Oneida Carry region may look like in the next century.
Prerequisites:None
Vocabulary:
Oneida Carry
Oneida Carry: The portage, or land bridge, between the
Mohawk River and Wood Creek. This was one of the land breaks in the water routes
from New York City to Canada in the 18th Century.
Time: 45 minutes
Materials:
Teacher: "The Oneida Carry, Oneida Carry maps, Changes in the Oneida Carry, New York state map, teacher-to-parent letter (1 per student)
Student: pencil, construction paper,
crayons, vocabulary notebook
Intro. / Anticipatory:Introduce the Oneida Carry
and discuss why it was such an important part of New York state. A nice way to
illustrate this is to have students represent the cities, the waterways, and the
carry, with a merchant travelling from New York City to Canada.
Development:
This activity can be done in cooperative learning groups, in learning centers, or as individual seatwork.
- Pass out copies of the 4 maps (1 set per group,
student, or center).
- Have students compare the maps and any
significant changes that took place from a previous map.
- Students receive and complete "Changes in the Oneida Carry"
Closure:
- Hold a class discussion about what the Oneida
Carry might look like in the next century. Decisions could be made about the
environment itself and/or the changing importance of the Oneida Carry area.
- (Optional) Have the students draw a picture of what they believe the Oneida Carry will look like in the next century.
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Lesson 2 - Journal Entries
Educational Goal:This lesson will build on the map
study lesson through written comparison of different periods in the Oneida
Carry's development.
Behavioral Objectives:
Students will:
- Briefly discuss the changes in the Oneida Carry
from the previous lesson.
- Make a journal booklet.
- Write brief (1-2) paragraph journal
entries describing their environment on the Carry for each map year provided.
- Choose a favorite time period and tell why.
Prerequisites:Lesson 1
Vocabulary:No new vocabulary
Time: 30 minutes
Materials:Paper for journal, pen / pencil, crayons
Intro. / Anticipatory:
- Briefly review lesson 1.
- Have students make their journal booklets. They may decorate the covers with crayons.
Development:Students write journal entries
describing their environment on the Oneida Carry for the years pre 1758, 1758,
1815, 1850, 1900 & present day. They may use the maps to refresh their
memories of the surroundings of the carry.
Closure:
- Students choose their favorite time period in
the journal and star it.
- Write one or two sentences about why
they would like to live on the Oneida Carry at that time.
- (Optional activity) Have the students share their favorites with the class.
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Lesson 3 - Impression Drawing
Educational Goal:To introduce the students to the
purpose of a fort in defense of an area.
Behavioral Objectives:
Students will:
- Name several reasons why a fort would be built
in a certain area.
- Discuss the differences in building
materials for a fortification.
- Draw a picture of what they think Fort Stanwix looks like.
Prerequisites:
Students must have an understanding of:
- The geographical location of Fort Stanwix.
- The environment surrounding the 18th century Fort Stanwix.
Vocabulary:None
Time: 30 - 45 minutes
Materials:
Teacher: A Brief Military History of Fort Stanwix"
Student: crayons and paper.
Intro. / Anticipatory:Ask students if they have any
special place they would like to protect. Why do they want to protect it? Who
are they protecting it from? What types of things would they use to protect it?
Development:
- Tie previous questions in with why it was necessary to build forts in certain areas.
Example: Why would an army want to protect a certain area?
- Discuss the effect environmental
resources have on what a fort is made of. (wood vs. stone). Also ask if there
would be anything that the army bring in order to help the students protect
the fort. (cannons, muskets etc.)
- Discuss the fact that a typical fort has the people and places that are necessary for it to function as a small community. Ask what some of those people/places are. Some of the things that were at Fort Stanwix, include; a hospital, a blacksmith, stables, a necessary (outhouse), and gardens. All of those things were outside the Fort.
Closure:
- Briefly tie in the geographical location of
Fort Stanwix (on the Oneida Carry) with its environmental surroundings.
- Have students draw a picture of what they think Fort Stanwix looks like.
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Lesson 4 (mandatory)- Siege of Fort Schuyler
Educational Goal:To familiarize the students with
the siege of Fort Schuyler.
Behavioral Objectives:
Students will:
- Verbally define the difference between a siege and a battle.
- Tell three reasons why an army would want to besiege an enemy.
- Perform and discuss "Siege of Fort Schuyler" skit.
- Tell what the Americans renamed the fort during the American Revolution.
- Recognize important names associated with the siege of 1777.
- Hypothesize what the area/country might have been like had St. Leger been successful.
Prerequisites:
None
Vocabulary:
Siege, Battle, Fort Schuyler, 3rd NY Regiment, Gansevoort, St. Leger, Arnold.
Siege:when an enemy surrounds a place (like a fort) and attempts to cut off supplies to make the other side surrender, or give up.
Battle: when two armies fight each other on an open field.
Fort Schuyler: the name given to Fort Stanwix during the time that the Continental Army occupied it.
3rd NY Regiment: American soldiers inside Fort Schuyler from 1777-1778.
Col. Peter Gansevoort: Commander of the 3rd NY Regiment
Col. Barry St. Leger: Head of force attacking Fort Schuyler.
Gen. Benedict Arnold: Brought reinforcements to the American troops inside Fort Schuyler.
Time: Approximately 1 hour
Materials:
Teacher: "The Siege of Fort Schuyler" script and materials listed in its package, "A Brief
History of Fort Stanwix", "the 3rd NY Regiment", "Wesson's MA Regiment".
Intro. / Anticipatory:
- Define and Discuss Vocabulary. Stress the difference between a siege and battle.
- Discuss the purposes of a siege, include cut off communication and supplies and a forced surrender to gain control of an area.
- (Optional) Briefly discuss with students how they would feel if their special place (from lesson 3) was under siege.
Development:
Perform "Siege of Fort Schuyler" script.
Closure:
- Ask the students what changes took place during the siege.
- Discuss what our lives might be like if Col. Gansevoort had surrendered.
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Park Visit:
What to Expect
When you arrive at Fort Stanwix National Monument, one or More Park Rangers will greet you. At this time if appropriate a large group may be split into smaller groups. The Rangers will then introduce themselves and go over safety concerns.
It is important to remember that the exploration of the Fort is thematic to your particular grade. All of the structures within the fort will not be toured. The tour will last approximately 1 1/2 hours. If you would like to see the rest of the fort it will not be part of this program and may be self-guided.
A few things to remember before your visit: First, most of the tour will involve being outdoors for periods of time, Please ask students to dress for the weather. Second, remember the bookstore is not part of the program; if you wish to use it plan some extra time after your program is over. Tax is charged at 8% (8 cents on the dollar). Third, an Educational Fee Waiver is available to recognized educational groups; this needs to be discussed prior to your visit. No Fee Waivers will be granted without prior arrangements!
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Post-Visit Activities:
Here are a few suggestions on post-visit activities. These are meant to reinforce the experiences of the visit to Fort Stanwix National Monument.
Letters to Fort Stanwix:
Students may write a letter to either their Park Ranger or the fort telling
us what they have learned in the mini-unit. Our address is:
Fort Stanwix National Monument
112 E. Park St.
Rome, NY 13440
Letters to a Serviceman/woman:
Write a letter to a modern soldier and tell him/her about your experiences as
an 18th Century soldier. Ask questions so you can compare your experiences with
theirs. Addresses should be available at the nearest recruiting office.
18th Century Kid:
Students write about either what they would miss the most about living in a
wilderness fort on the Oneida Carry in the 18th century, or what they have
learned about being a member of the Continental Army.
On your Own:
In this activity, students use their creativity to demonstrate what they
learned on their visit to Fort Stanwix. Various suggestions are: writing a song,
writing a poem, making a model of the fort, etc.
The staff of Fort Stanwix National Monument thank you again for participating in our Soldier's Day program. We hope that our efforts have made history a bit more "real" for you and your students. We look forward to your visit in the future!
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Fourth Grade Education Packet
Lesson Materials:
Note: All histories are in the Brief Histories section.
- Teacher-to parent letter
- "The Siege of Fort Schuyler" script
- Changes in the Oneida Carry - worksheet
- The Oneida Carry maps; pre 1758, 1778, 1820, 1905
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Packet
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Last updated:Monday, 07-May-01 18:18:28
http://www.nps.gov/fost/edpackets/fourthexplore.htm
Fort Stanwix NM Web Coordinator: Park Ranger Susan Jones
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