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A banner below the shield shows the motto Excelsior, a Latin word meaning "higher", "superior", "lordly", commonly translated as "Ever Upward." The shield is surmounted by a crest consisting of an eagle surmounting a world globe. The flag of the state of New York is the coat of arms on a solid blue background. information and image: http://www.google.com
Old Vintage color Film from New York City in the 1945 shot by Edward Theiss. Edward Theiss is my grandfather whom passed on some of his old films to the Thei...
Background Music Credit: http://www.bensound.com http://listuin.com/img/audio/bensound.jpg
Map of NYS image: http://geology.com/state-map/maps/new-york-rivers-map.gif
The following list of American Indians who have lived in New York has been compiled from Hodge's Handbook of American Indians...[1] and from Swanton's The Indian Tribes of North America[2]. Some may simply be variant spellings for the same tribe. Delaware or Lenni Lenape Erie Iroquois Mahican Mohegan Montauk Neutral Oneida Onondaga Saponi Seneca Tuscarora Tutelo Wappinger Wenrohronon image: https://familysearch.org/wiki/en/Indians_of_New_York information: https://en.wikipedia.org/wiki/List_of_place_names_of_Native_American_origin_in_New_York
The tip of New York City used to be called New Amsterdam image: https://upload.wikimedia.org/wikipedia/commons/0/08/Castelloplan.jpg
image: https://image.slidesharecdn.com/unit2powerpointimmigrationandindustrialization-110829110831-phpapp02/95/unit-2-powerpoint-immigration-and-industrialization-12-728.jpg?cb=1314616295
A short documentry about the Triangle Shirtwaist Fire of 1911.
Essential Question: What makes a complex society? image: http://www.newyorkmapsociety.org/images/Map.JPG
NYS History Standards: 4.1a Physical and thematic maps can be used to explore New York State’s diverse geography. 4.3b Colonial New York became home to many different peoples, including European immigrants, and free and enslaved Africans. Colonists developed different lifestyles. 4.6f Between 1865 and 1915, rapid industrialization occurred in New York State. Over time, industries and manufacturing continued to grow. 4.7a Immigrants came to New York State for a variety of reasons. Many immigrants arriving in New York City were greeted by the sight of the Statue of Liberty and were processed through Ellis Island. image: https://www.statuecruises.com/images/HSC-HomepageImage.jpg
NYS 4th Grade History Quiz
My name is Amber Reilly and I am an Assistant Manager of Emerging Technologies at BOCES Lower Hudson Regional Information Center in Harrison, NY.
NYS GRADE 4 HISTORY STANDARDS: 4.1 GEOGRAPHY OF NEW YORK STATE: New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State. 4.2 NATIVE AMERICAN∗ GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures. 4.3 COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period. 4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time, with improvements in transportation and technology.
1b- Students build networks and customize their learning environments in ways that support the learning process. 2b- Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. 3d- Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. 4b- Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. 6a- Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication. 6b- Students create original works or responsibly repurpose or remix digital resources into new creations. 6c- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations. 7b- Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.