Bringing Back the Blackstone

Blackstone Canal

Engineering and Technology Academy Invites You!

The ETA, in conjunction with the National Parks Service, are holding their 7^th annual “Bringing Back the Blackstone” project fair, and welcome the community to see. Those who attend will have the freedom to walk around and talk to the students, parents, and staff about the projects and the future of the Canal District, in a casual environment. Snacks and drinks will be provided.  

Date:
December 15th, 2015

Time: 6:30-7:30 pm.

Location: In the cafeteria of Doherty Memorial High School

Kelly House, Lincoln/Cumberland, RI

Ranger Chuck Arning presenting a slide show on life in the mill village in the classroom

On October 7th, Ranger Chuck Arning spent the morning at Doherty High School to explain the many different lifestyles of the people in the Industrial Revolution. This slide show contained historic photos, primary sources, and quotes from this time period in New England. Students used this opportunity to ask questions and prepare themselves for their next field trip. The National Park Services has been an invaluable partner to support teachers and students with the Blackstone Cross-Curriculum Project. 

On October 8th, students from the ETA went to Kelly House. Kelly House is the site where the Kelly Mill and village once stood. Students explored the mill owner's house, which has been converted into a museum, detailing the evolution of factories and industrial life. Students walked along the canal, analyzing the challenge of effective water control. Students designed and presented solutions for better management of the Blackstone River. Finally, students learned how the workers lived in the village next to the factory. This field trip was made possible by the funding from the National Park Foundation "Ticket To Ride" Program. 

Ranger Chuck Arning helping students connect history and engineering.

The National Parks Service worked as a team with the staff from the Kelly House Museum to help students understand life and technology during the Industrial Revolution. The students applied this knowledge to their Blackstone Canal projects. 

This what students said about the trip:

• "We [took] a tour of of what was left from the Industrial Revolution..."
• "We walked around and saw the factory."  
• "I learned about the history of the place and how everything worked." 
• "On this field trip we went to a mill and saw what they did and what the canal was used for."
•  "On this field trip we learned about how factories worked and about how they received power." 
•  "On the field trip, we took a tour of the Kelly House and tried to find a way to fix water distribution."
•  "We walked around the mill area, discussed our plans to control the canal water, and had a mini tour of the Kelly House."
• "We took a look at the old mills and canal..." 
• "...we learned where the old mills where with a map..."
• "...we saw what [the factories] looked like years ago..."

The students had this to say about what they learned:

• "The Blackstone Canal created mill villages."
• "The bell controlled what time people got up."
• "Mill owners controlled the people."
• "We saw a figure of Captain Kelly."*
• "...about mills around the Blackstone River..."
• "...about the living conditions of people in the mill village..."
• "The factory is used as a residential area now."
• "How the canal trade port works."
• "How long it took to get from Worcester to Rhode Island."

* Captain Kelly was the owner of the Kelly mill at one time.

Riverbend Farm, Uxbridge, MA

Students from Doherty Memorial High School in the Engineering and Technology Academy visited Riverbend Farm on September 25th, to learn about the Blackstone Canal and canal locks. The trip specifically highlighted the challenges to controlling water for power as well as some solutions. Finally students, in cooperative learning groups, designed and presented a proposal for the future bike path to be constructed in the area. This was an opportunity for students to understand the impact the Blackstone Canal had on the area, and how much impact their hypothetical new canal would too. This field trip was made possible by the funding from the National Park Foundation "Ticket To Ride" Program. 

This is how the students described the field trip:

• "...we had to figure out a map using contour lines..." 
• "...we saw how much things have changed over time."
• "We walked through the woods learning about transportation and lifestyle in the Industrial Revolution." 
• "...we made a map for a new bike trail..." 
• "On the field trip, I learned about the function of the canal and the area of land around the farm."
• "...we thought up bike paths and presented our ideas." 
• "On the field trip we had to figure out a bike path on a map using contour lines, also we hiked up 'Goat Hill' and saw the canals and a bit about the history of the hill..."

When asked, they said they learned/experienced:

• "I learned how they split rock."
• "How rock was shaped."
• "[People] used the [Blackstone] canal to transport goods." 
• "Seeing baby turtles." 
• "The [Blackstone] canal was effective for transportation."
• "The [Blackstone] canal worked like an elevator."
• "Horses would pull the horses along the [Blackstone] canal."
• "I learned what engineers think about when designing things, like making the bike path."
• "...how people made canals back then, and what tools people used."
• "The stagnant water near the river is filled with duck weed."
• "How topography maps work."
• "I learned how the locks worked to raise the boats higher."
• "That the boats were 9 and a half ft wide and over 70 ft long."
• "The boats [only] had about 6 inches of extra space when in the [Blackstone] canal."
• "There are many factors to building a successful bridge."
• "The construction of certain things can greatly affect the people around it."
• "With enough hard work anything can be made."
• "Farmers were paid $125 if a bridge or the canal divided their property."
• "The [Blackstone] canal led from Worcester to Providence."
• "...what to look for in a bike path."
• "The boats traveled [down the canal] at 3 mph."
• "Planning a bike path is a lot harder than you think."

Bringing Back the Blackstone

The Blackstone Canal:

An artist's rendering of a modern Blackstone Canal. www.golocalworcester.com

The Blackstone Canal was a canal that ran from Providence to Worcester, through the Blackstone Valley, giving it its name. The canal was created by a merchant community that wished to profit from the trade in the greater Worcester area. The proposed waterway would use water locks and natural bodies of water to give the people of Massachusetts and Rhode Island better prices for their goods. The builder of the canal was Benjamin Wright, who also helped create the Erie Canal, and Holmes Hutchinson, who went on to build canals in New York state.  Construction began in 1825, and on October 7th, 1828, the Lady Carrington officially opened the canal. The canal was very profitable to Worcester. At its highest, the canal was 451 feet, and passed over 45 canal locks. The canal also helped to bring the countryside into the more urban parts of Worcester and Providence.  

An etching of the Blackstone canal. www.blackstonedaily.com

However, the canal became increasingly polluted over time and was made obsolete by trains, which moved far faster than the boats. In 1848, the canal was closed, and later, due to pollution, Worcester covered up what remained. The canal still exists underneath Harding Street. 

The canal being covered up in Worcester. www.worcesterhisory.org

Overview:
The basis of this project is the idea of bringing back the Blackstone Canal. This would increase tourism in the area, causing the need for new businesses along the canal, boosting the local economy. The students are each "given" a 120x120 ft. plot of land, as well as one of five sectors to work with, ie. commercial, residential, industrial, recreational, and cultural. They must get a building permit approved by two teachers before they can officially begin. 
Engineering:
For the engineering project, students must design a scale building on Inventor, and build it in real life. They have to build the whole thing to scale, also accepting the parameters of the project. 
Science:
In science, the students have to create a "Green Plan" for their building. They have to research new and developing environmentally friendly technologies, then utilize them within their design.
English:
For English, the students must write a letter to the mayor. This implements their writing skills, as they must write a persuasive essay to explain what their building will do for the city, such as the economy, the green energies they will use, and how they plan to run their business. 
Math:
For the math portion of the project, the students have to design, on paper, how they want their land to be laid out. They also have to do this to scale and label every part of their design. 
History:
For the history portion, the students have to research the dates of the Blackstone Canal. It is a three part timeline, that includes the history of the Industrial Revolution, the history of the Blackstone Canal, and the history of Worcester. Students are graded on their creativity, accuracy, and originality.
The Learning Fair:
Students have to put all of their work on a poster board, to be graded by their Engineering teacher (Ms. Cochran) for neatness, design, and creativity. The posters are then put on display in the cafeteria their parents, friends, and community to see. The learning fair is a chance to relax and take pride in all of the student's work and effort. 
The National Park Service: 
This organization has supported the Engineering and Technology Academy since the planning stages of this project. They have provided guest speakers, instructional resources, co-teaching in the classroom, and funding for transportation to visit the actual historical sights along the Blackstone Canal.