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  Curriculum - PPT Presentation

Nicole Negron 11 July 2018 Curriculum Units Using the chart Blue headings are units orange headings are lessonslesson plans and bulleted information are topics covered Within each lesson you will find content as well as activities that serve to reinforce content and assess learning The ID: 742948

mining coal students historical coal mining historical students company activities museum list vocabulary eckley groups century miners

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Slide1

 

Curriculum

Nicole Negron

11 July 2018Slide2

Curriculum Units

Using the chart

: Blue headings are units, orange headings are lessons/lesson plans, and bulleted information are topics covered. Within each lesson, you will find content as well as activities that serve to reinforce content and assess learning. These lessons and activities can stand alone, or can serve as pre- and post-visit activities for groups planning a field trip to Eckley.

Coming to America

Introduction – overview, vocabulary, objectives, activities/assessments, standards Process - transportation, push and pull factors, Ellis Island, etcCitizenship

Introduction –

overview, vocabulary,

objectives, activities/assessments, standards

Process – culture, rights, and laws

Coal: Natural

Resource and Industry (Coal in Pennsylvania)Introduction – overview, vocabulary, objectives, activities/assessments, standards Kinds of Coal Coal FormationUses for coalPennsylvania’s Coal – mainly anthracite coalCoal Mining and ProcessesIntroduction – overview, vocabulary, objectives, activities/assessments, standards Ways to mine coal – surface mining, underground/sub-surface mining

Case Study: Eckley Miners’ VillageIntroduction – Why are we learning about the 19th century? Overview, vocabulary, objectives, activities/assessments, and standards.Home – immigrant experience and cooking, washing clothes, gardening, etcWork – immigrant experience and labor (specific to grade level), wages, monies, etc

Immigration/Immigrant Experience

Coal/Coal Mining

In the Coal Patch – 19th Century Life

Career Enrichment – Working in a Museum

Museum People

Introduction – working in a museum

overview and

activities related to

job tasks.

Museum Educator – what does a museum educator do, what education and training does one need to become a curator,

etc

Curator – what does a curator do, what education and training does one need to become a curator,

etc

Registrar – what does a registrar do, what education and training does one need to become a registrar,

etc

Other Museum Careers Slide3

UNIT:

Immigration/Immigrant ExperienceSlide4

Coming to America

Lesson OverviewStudents will learn about the reasons for and process of immigrating to America in the 19th

century. This lays the foundation for learning about life in the 19th century and in a coal-mining town such as Eckley. See presentation– Coming to America: Ellis Island.

Vocabulary Immigrant – person who comes to live permanently in a foreign country.Emigrant – the people that are leaving their native country to go to a new one for permanent residence.Immigration – the people that are coming to another country or place for permanent residence, which is not native to them.

Push/pull factors – reasons/things that pushed people to leave their home countries and move to another country/things that entice someone to move to a new countryPersecute – to hurt someone because they have different beliefs.Freedom – the state of being free from another person’s or group’s absolute controlSteamship – a ship powered by steam; passenger ship – carried people; cargo ship – carried goods and sometimes poor people.Steerage – the bottom of the ship where cargo and very poor immigrants stayed. Objectives

Students will be able to list 2 push and 2 pull factors. Students will be able to list 3 differences between first-, second- , and third class room and board conditions.

Students will understand the way immigrants were processed.

Standards

8.1. Historical Analysis and Skills Development

B. Historical Comprehension

C. Historical Interpretation 8.3 United States History A. Contributions of Individuals and Groups B. Documents, Artifacts, and Historical Places C. Influences of Continuity and Change

Activities/AssessmentsStory Time – there are several children’s books available to borrow at Eckley Miners’ Village Museum. *Recommended titles: Journey to America by Madeleine Keyes; Coming to America The Story of Immigration by Betsy Maestro; and At Ellis Island A History in Many VoicesLet’s Get PackingFamily/Take-Home ActivityComing to America crosswordA Letter to HomeUseful Links/Resources:http://teacher.scholastic.com/activities/immigration/tour/stop1.htmSlide5

Citizenship

Lesson OverviewStudents will learn how to and what it means to become a citizen of the United States. See presentation– Citizenship.

Vocabulary

Ancestors – any person from whom one is descended in a family.Citizen – a person born in the country or naturalized (legally became a citizen) in a new one in which they have certain rights and responsibilities. Responsibility – the state or fact of being responsible, answerable, or

accountable for something.Laws – a system of rules that a country or community recognizes that tell us what actions we can and cannot take, and that are enforced by penalties. Rights – what a person is entitled to by living in a country i.e. freedom of speech.Culture – the customs, skills, beliefs, etc, of a people or group that are passed along to other generations.The following vocabulary grade/age dependent:E Pluribus Unum – Latin phrase meaning out of many, one; the motto of the U.S.Melting Pot versus Salad Bowl –when various nationalities are blended together, adapt new beliefs, customs, languages, etc and lose some of their original beliefs, customs, languages, etc versus the idea of the salad bowl which refers to the integration of culture, beliefs, customs, language etc while still being able to pick out the differences; two ways that the U.S. is thought of due to the many different groups of people settling hereStereotypes – characteristics about a group of people that are generally held to be true, but do not necessarily hold true for every single person of that group

Objectives

Students will be able to list 3 steps to becoming a citizen of the United States.

Students will be able to discuss the experience of at least two ethnic groups.

Students will learn the difference between laws and rights as well list one example of each.

Standards

8.1. Historical Analysis and Skills Development B. Historical Comprehension

C. Historical Interpretation 8.3 United States History A. Contributions of Individuals and Groups B. Documents, Artifacts, and Historical Places C. Influences of Continuity and Change D. Conflict and Cooperation Among Social Groups and OrganizationsActivities/AssessmentsStory Time – there are several children’s books available to borrow at Eckley Miners’ Village Museum. Culture PosterApplication for CitizenshipUseful Links/Resources:http://teacher.scholastic.com/activities/immigration/tour/stop1.htmSlide6

UNIT:

Coal/Coal MiningSlide7

Coal:

Natural Resource and IndustryLesson OverviewStudents will learn how coal is formed, the different types of coal, and how this coal was accessed. See presentation – The Power of Coal.

Vocabulary

Fossil fuel – fuel that is formed in the earth from plant or animal remains. Coal – a black, solid combustible (can explode) rock formed by the partial breaking down of vegetable matter without free access to air and under the influence of moisture and pressure.Peat – the 1st step in the process of coal formation; brown, crumbly, lightweight, and spongey; usually formed out of dehydrated plant roots, leaves, and bark; originally used in many countries in Europe, such as Ireland, as a fuel source. Today, its is primarily used to improve soil on lawns, golf courses, greenhouses, etc. Lignite

– the lowest rank of coal which is formed from peat but has the lowest heat content.Anthracite – hard coal; has high carbon content; burns cleaner and longer than bituminous coal because it has fewer impurities; looks metallic; formed due to the heat and pressure from the formation of the mountains of Pennsylvania. Bituminous – soft coal; most common type of coal; found primarily in Western Pennsylvania, West Virginia, and other places around the world. ObjectivesStudents will be able to list at least two differences between each kind of coal. Students will be able to discuss how coal is formed.

Students will list 2 uses for coal in the 19th century and 2 uses for coal in the 21st century.

Standards

8.1. Historical Analysis and Skills Development

B. Historical Comprehension

C. Historical Interpretation

8.3 United States History A. Contributions of Individuals and Groups B. Documents, Artifacts, and Historical Places C. Influences of Continuity and ChangeActivities/Assessments

Story Time - there are several children’s books available to borrow at Eckley Miners’ Village Museum. The Coal Family Bingo (and Study Buddy)Part of the Colliery - Connect the Dots (pre-visit activity)Full Steam AheadUseful Links/Resources:http://teacher.scholastic.com/activities/immigration/tour/stop1.htmSlide8

Coal Mining and Processes

Lesson OverviewStudents will learn coal mining processes, instruments, positions/careers, and . See presentation – Fueling America: A Coal Mining Overview.

Vocabulary

Deep Mining – tunneling into mountains or underneath the surface of the earth to extract coalStrip Mining – a form of mining that involves scooping at earth from the surface to extract coal. This type of mining is most common used today in the anthracite region. Coal Breaker – a large, wooden building where coal is brought up from the mines and separated from slate, rock, and other material. Breaker Boys – boys between the ages of 8 and 12 who separated slate from coal. These workers sat on slanted platforms that faced coal chutes and typically worked 8-12 hour days.

Door Tender – a teenage boy responsible for opening and closing doors in the mines to allow cars, mules, and small locomotives to move throughout mines; they also controlled ventilation.Mule Boy – a teenager aged fourteen or fifteen years old who was responsible for guiding the mules that pulled the coal cars through the mines.Colliery – all the buildings and structures necessary to a mining operations. ObjectivesStudents will be able to describe 2 kinds of mining. Students will be able to name at least 3 different positions in the coal mine. Students will be able to list 3 different tools used for mining.

Students will be able to list at least 3 different hazards faced in the mine. Standards

8.1. Historical Analysis and Skills Development

B. Historical Comprehension

C. Historical Interpretation

8.3 United States History

A. Contributions of Individuals and Groups B. Documents, Artifacts, and Historical Places C. Influences of Continuity and ChangeD. Conflict and Cooperation Among Social Groups and OrganizationsActivities/Assessments

Story Time – I have linked the story, Mr. Coal’s Story here, but there are also several children’s books available to borrow and/or purchase at Eckley Miners’ Village Museum.Being a Breaker BoyPart of the Colliery - Connect the Dots (pre-visit activity)Useful Links/Resources:http://teacher.scholastic.com/activities/immigration/tour/stop1.htmSlide9

UNIT:

In the Coal Patch – 19th Century LifeSlide10

Eckley Miners’ Village

Lesson OverviewStudents will learn about 19th century life through the lens of a coal mining patch town – Eckley Miners’ Village. This case study depicts how the combined experience of having emigrated to a new country and the state of United States industry affected home, work, and education. The lesson is also a culmination of the previous lessons. See presentation– Eckley Miners’ Village.

Vocabulary

Patch Town – a cluster of company-owned houses built near a mining operation to house workers and their families.Company Store – a town built and owned by any industrial company on the site of its operation.Colliery – all the buildings and structures necessary to mining operation, including the company houses, breaker, fan house, stables, and company store.Breaker – a large, wooden building where coal is brought up from the mines and separated slate, rock, and other material.

Company Store – a store run by a larger business for the workers in a company town. Company stores sold a variety of goods ranging from food and clothing to dynamite, lantern oil, pickaxes and shovels. The prices in the company store were higher than other stores.Script/Store Credit – instead of paying workers with cash, they would give them store credit, or company scripts, and they would have to buy from the company store because that was the only place the credits or scripts were accepted.“Buying off the Book” – the practice of paying on credit for goods at the company store. Snake – a black, squiggly line that indicates overspending on a mine employee’s company store account. Breaker Boy – boys between the ages of 7 and 12 whose job it was to separate slate from coal. They typically worked 8-12 hour days for about 25 cents a day. Mule Boy/Tender – a boy typically 14 or 15 years old who was responsible for guiding the mules that pulled the coal cars through the coal mines. Usually receive this position after having worked as a breaker boy and door operator.Slate Picker – laborers whose job was to separate coal from slate and other mine refuse. While breaker boys used their fingers, slate pickers used pickaxes

Short Ton/Long Ton – 2,000 pounds; 2,240 pounds

The following vocabulary grade/age dependent:

Objectives

Students will be able to list 5 differences between life in 19

th

century and 21

st century America. Students will be able to list 2 different parts of the company/patch town.Students will be able to list 2 different jobs that children worked in the 1800’s patch town. Students will be able to describe 2 - 5 differences between the living conditions of a laborer, miner, and mine boss/owner.Students will be able to list 2 differences and 2 similarities between their lives (home, work, and education) and the lives of the patch town residents.Standards8.1. Historical Analysis and Skills Development B. Historical Comprehension C. Historical Interpretation 8.3 United States History A. Contributions of Individuals and Groups B. Documents, Artifacts, and Historical Places C. Influences of Continuity and Change D. Conflict and Cooperation Among Social Groups and OrganizationsActivities/AssessmentsEckley Miners’ Village (short documentary)Story Time – there are several children’s books available to borrow and/or purchase at Eckley Miners’ Village Museum. Wages and Expenses (in 1925)Chores (Me vs Patch Town kids) A Letter Home (post-visit version)A Letter Home (classroom version; no visit required)Butter-making Coal Mining Activity Slide11

UNIT:

Career Enrichment – Working in a Museum