Field Trip to Alcatraz Prison Ms. Van Skiver’s 4 th Grade Watkins Glen Elementary

New York State Standards  NY- New York State Standards Subject: Social Studies (1996) Learning Standard 1 : History of the United States and New York 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. Level : Elementary Key Idea : 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. Conduct interviews with family members, collect family memorabilia such as letters, diaries, stories, photographs, and keepsakes; classify information by type of activity: social, political, economic, cultural, or religious; discuss how traditions and practices were passed from one generation to the next; determine the extent to which the traditions and practices are shared by other members of the class s study the history and traditions of their neighborhoods and local communities. Consider the school and school community by describing who attends school (diversity, demographics); the histories of their schools and school communities (then and now); what was taught; and rights, rules, and responsibilities (then and now). s research the neighborhood or local community, considering location and the significance of its location; its demographics (e.g., ethnicity, languages, religions, levels of education, age groups); the history of why it was settled, when and by whom; economic patterns and changes in employment; social and cultural life; and government and politics s create personal and family timelines to distinguish between near and distant past and identify family origins; interpret simple timelines by recognizing correct chronological order of major events such as Native American settlement of North America, Columbus’s voyage in 1492, the American Revolution, writing the Constitution, the presidency of Abraham Lincoln, World War I, and the beginning of space exploration. Performance Indicator : Gather and organize information about the traditions transmitted by various groups living in their neighborhood and community  NY- New York State Standards Subject: Social Studies (1996) Learning Standard 1 : History of the United States and New York 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. Level : Elementary Key Idea : 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. Conduct interviews with family members, collect family memorabilia such as letters, diaries, stories, photographs, and keepsakes; classify information by type of activity: social, political, economic, cultural, or religious; discuss how traditions and practices were passed from one generation to the next; determine the extent to which the traditions and practices are shared by other members of the class s study the history and traditions of their neighborhoods and local communities. Consider the school and school community by describing who attends school (diversity, demographics); the histories of their schools and school communities (then and now); what was taught; and rights, rules, and responsibilities (then and now). s research the neighborhood or local community, considering location and the significance of its location; its demographics (e.g., ethnicity, languages, religions, levels of education, age groups); the history of why it was settled, when and by whom; economic patterns and changes in employment; social and cultural life; and government and politics s create personal and family timelines to distinguish between near and distant past and identify family origins; interpret simple timelines by recognizing correct chronological order of major events such as Native American settlement of North America, Columbus’s voyage in 1492, the American Revolution, writing the Constitution, the presidency of Abraham Lincoln, World War I, and the beginning of space exploration. Performance Indicator : Gather and organize information about the traditions transmitted by various groups living in their neighborhood and community

Themes and Objectives  The students will be able to identify the daily routine of a prisoner in Alcatraz Prison.  The students will also be able to identify famous prison inmates.

Your Assignment Your Assignment  You are a reporter for our local paper and they have asked you to find out what a typical day was like for a prisoner at Alcatraz Prison. Also, you have to find out who some of the famous prisoners were.  Good luck and have fun with this!

Arrival You arrive here at The Wharf. This is where the prisoners first saw their new home.

Sleeping Arrangements  This is a regular prison cell. The prisoner stayed in his  This is a regular prison cell. The prisoner stayed in his cell from 4:45 p.m. that night until 6:30 a.m. the next morning. cell from 4:45 p.m. that night until 6:30 a.m. the next morning. This is what they called the Crossroads  The prisoners walked through here to get to the showers, the dining hall, the barber shop and solitary confinement.

Breakfast This is the Dining Hall – the prisoners only had 20 minutes to eat their This is the Dining Hall – the prisoners only had 20 minutes to eat their breakfast. breakfast.

Work Assignments  The prisoners now had to report to the recreation yard for their work assignments. Click on this link below and explore a 360’ view of the recreation yard that the prisoners went to after breakfast…  azRecYard.html azRecYard.html

Lunch Lunch started at 11:40 in the dining hall and they then returned back to work detail in the recreation yard. Dinner was also served in the Dining Hall at 4:15 p.m., following this the prisoners returned to their cell for the night.

Famous Prisoners  Al Capone  Robert Stroud

Famous Prisoners  George Kelly  Henry Young

Extended Activity  The children will get together as a group and write a list of things that they can do to keep themselves from getting into trouble like those inmates did. Then they will take those ideas and make their own classroom rules for the rest of the year. We will discuss those rules though and make sure they are good choices for our classroom.

Resources  es.asp?TravelFeaturesid=15 es.asp?TravelFeaturesid=15 es.asp?TravelFeaturesid=15   Calif/SanFrancisco/Alcatraz/AlcatrazRecY ard.html