Suggestions for using this Web site with Fourth Grade classes
studying New York State History
Time and Travel
William Wades trip up the Hudson was by steam boat. At
this time the railroad had not yet been completed along the
Hudson so that form of travel was not yet available. What types
of transportation were available. Use an encyclopedia to look at
the average rate of travel of a steamboat and determine how long
would it have taken Wade to travel the river from New York to
Albany? Look up travel by carriage and compare how long it would
have taken him by coach. The railroad was completed just after
Wades panorama was published. Look up the speed of
railroads and estimate the time of the same trip by rail.
Map Your Town
For those living on the Hudson River , print out your
towns section of the Wade panorama. Enlarge this map and
ask students to create a modern day map of the same section on an
acetate overlay. Study which parts of the town was more heavily
settled. What is most settled now. Is it different and why? What
services (food, clothes, ferry transportation) are noted on the
1846 map. What services are available to people today? How are
they different? Why are they different?
The Great Chain and the Hudson.
To understand the significance of the river in the
Revolutionary war, have students draw a map of the original
thirteen colonies. Draw the Hudson River on this map. Locate New
Yorks major cities of this period. Where are they located?
Ask them to find a way to prevent ships from coming up the river.
Where would they locate this device. What would it be made of?
How would it be removed for American ships?
After reading about some of the famous people mentioned in
this web site, have teams of two students choose one to research
in greater detail. Some of these people could include Benedict
Arnold, Molly Corbin, George Washington, Robert Parrott, or
DeWitt Clinton. After completing their research the students will
play a "talk show game" . One student will play the
host and have a list of questions to ask the famous person.
Questions and answers can be rehearsed ahead of time. Audience
participation should be encouraged. For example if the famous
person were Benedict Arnold, students would ask why he did it and
what were his plans after betraying West Point?
Here are some Curriculum Guides for New York State History on
Maritime Museum School Education Programs
Trail New York State History and Geography Curriculum