Classroom Activities 1 2 3 4 5 6 7 8 9Activity 1Students will explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology. Highlands of the Hudson River
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| New York, August 20 TO THE EDITOR OF THE AMERICAN CITIZEN
Sir,I arrived this afternoon at 4 o'clock, in the steam boat, from Albany. As the success of my experiment gives me great hope that each such boats may be rendered of much importance to my country, to prevent erroneous opinions, and to give some satisfaction to the fiends of useful improvements, you will have the goodness to publish the following statement of facts: I left New York on Monday at 1 o'clock, and arrived at Clermont, the seat of Chancellor Livingston, at 1 o'clock on Tuesday, time 24 hours, distance 110 miles; on Wednesday I departed from the Chancellor's at 9 in the morning, and arrived at Albany at 5 in the afternoon, distance; 40 miles, time 8 hours; the sum of this is 150 miles in 32 hours, equal near 5 miles an hour. On Thursday, at 9 o'clock in the morning, I left Albany, and arrived at the Chancellor's at 6 in the evening; I started from thence at 7, and arrived at New -York on Friday at 4 in the afternoon; time 30 hours, space run through 150 miles, equal 5 miles an hour. Throughout the whole way my going and returning the wind was ahead; no advantage could be drawn from my sails-the whole has, therefore, been performed by the power of the steam engine. Letter to the Editor of the American Citizen Source: New York State Library |
What speed did Fulton travel at on the maiden voyage of the Clermont?
Why did the Clermont also have sails?
How were steamboats an improvement over sail technology?
Activity 4
Students will interpret and analyze documents and artifacts related to significant developments and events in world history.
Source: New York State Library
What transportation technologies are shown in this image?
What overall impression does this image provide regarding the economy of the Hudson River Valley region?
Activity 5
Students will explain how technological change affects people, places, and regions.
Source: “New York Ferry Boats,” American Heritage, October 1959, v. X6, pp. 30-31
What technological changes were possible on a steamboat that made them better ferries than sailboats?
How much more efficient were Fulton's steamboats than Vanderbilt's sailboats?
Activity 6
Students will understand the nature of scarcity and how nations of the world make choices that involve economic and social costs and benefits.
Leonard V. Huber
Source: American Heritage, October 1957, v. VIII6, pp. 24-25
What two types of boats are visible in this image of the St. Louis shoreline?
What advantage does steam have over those other kinds of boats?
Activity 7
Students will explain how economic decision making has become global as a result of an interdependent world economy.
Source: David Divine, “Steamship,” in Eureka! An Illustrated History of Inventions from the Wheel to the Computer, ed. Edward De Bono. 1974.
How did steamships “shrink the world”?
What proof does the author provide to support his thesis?
Why was it possible to “shrink the world” with steam, but not with sails?
Activity 8
Students will investigate key events and developments and major turning points in world history to identify the factors that brought about change, and they will discuss the long-term effects of these changes.
Oil Canvas
Source: Sterling and Francine Clark Art Institute
Have students analyze John Barthold Jongkind's Frigates, Port of Harfleur and write down their observations on the Venn diagram below.
Oil Canvas
Source: Sterling and Francine Clark Art Institute
Students will analyze Camille Pissarro's Port of Rouen: Unloading Wood (1898) and write down their observations on the Venn diagram below.
Activity 9
Students will understand the dynamic relationship between federalism and states' rights.
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Gibbons v. Ogden Citation: U.S. 1 (1824) Concepts: Interstate Commerce Federal Supremacy v. State Rights Facts Robert Livingston secured from the New York State Legislature an exclusive twenty-year grant to navigate the rivers and other waters of the State. The grant further provided that no one should be allowed to navigate New York waters by steam without a license from Livingston, and his partner, Robert Fulton, and any unlicensed vessel should be forfeited to them. Aaron Ogden had secured a license for steam navigation from Fulton and Livingston. Thomas Gibbons originally had been partners with Ogden but was now his rival. Gibbons was operating steamboats between New York and New Jersey under the authority of a license obtained from the United States. Ogden petitioned the New York court and obtained an injunction ordering Gibbons to stop operating his boats in New York waters IssueWhether the New York statute that prohibited vessels licensed by the United States from navigating the waters of New York was unconstitutional and, therefore, void. OpinionWriting for the Supreme Court of the United States, Justice Marshall said that the injunction against Gibbons was invalid because the monopoly granted by the New York statute conflicted with a valid federal law. The Court used this case to put forth the position that Congress can legislate and regulate all matters of interstate commerce as long as there is some commercial connection with another state. While Congress regulates interstate commerce, power to regulate “completely internal” commerce (trade carried on in a state that does not affect other states) is reserved to the state. HoldingJudgment of the New York courts was reversed.
Supreme Court Membership |
Why is Gibbons v. Ogden considered a landmark Supreme Court decision?
Which constitutional principles were the basis for the Gibbons v. Ogden Supreme Court decision?
What is the relationship between the McCulloch v. Maryland and Gibbons v. Ogden Supreme Court decisions?
- Students will understand the dynamic relationship between federalism and states' rights.
- Students will present reasons, examples, and details from primary and secondary sources to defend opinions and judgments
Provide students with a list of arguments used in Gibbons v. Ogden:
- Preamble of the United States Constitution
- Article 1, Section 8 of the U.S. Constitution
- Article 1, Section 10 of the U.S, Constitution
- The Tenth Amendment of the U.S. Constitution
- Division of powers arguments
- McCulloch v. Maryland (1819) decision
Ask the class to create a graphic organizer in which each student classifies whether the argument supports:
– Gibbons's position in favor of Congress's regulation of commerce (G)
– Ogden's position in favor of New York's regulation of commerce (O)
– Both sides (B)
– Neither side (N)
Have the class create a chart based on their discussion of individual student evaluations. Post the chart in the classroom.
Class Debate:
• Have the class debate how well the historic Supreme Court case Gibbons v. Ogden reflects the intent and spirit of the Constitution in 1824 and today.
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