Grade Level- seventh
Subject- Social Studies
Topic:
Changes
that effected the physical layout of
Essential
Questions
•
What were the five biggest inventions, discoveries and/ or developments that effected the map (physical place) of the tri- towns over the
last three hundred years?
•
What might the map of your town look like in tweny five years if the old
railroad extension is brought
back through the towns again.
The
students will learn about the general history of their town and how has the map
of our town has
changed over the last
three hundred years due to certain occurrences.
They will also gain some understanding of
future changes
to the town layout
due to possible inventions, discoveries
and/or
developments.
-Students
will increase their ability to skim sections of reading material
-Students will increase their search
for relevant
information
on the web, including primary
souce
material
-Students will increase their knowledge
of their town
history
-Students will use primary source and
other maps to
learn about
the history of their town
-Students will construct an authentic
future map of their town with probable changes if the old
railroad
line was rebuilt
-Students will share their findings
with the class by
constructing
a map and: writing a report, making a power point presentation, making a
chart,
contructing
a three dementional project and/ or
writing a
play.
The Learning Standards for
History are:
1. Chronology
and Cause. Students will understand the c chronological order of
historical events and recognize the complexity of historical cause and
effect,...
2. Historical Understanding. Students will
understand the meaning, implications, and import of historical events, while
recognizing the contingency and unpredictability of history how events
could have taken other directions by studying past ideas as they were
thought, and past events as they were lived, by people of the time.
3. Research,
Evidence, and Point of View. Students will acquire the ability to frame
questions that can be
answered by historical study and research; to collect, evaluate,
and employ information from primary and secondary sources, and to apply it
in oral and written presentations. They will understand the many kinds
and uses of evidence; and by comparing competing historical narratives, they
will differentiate historical
fact from historical interpretation and from fiction.
6. Interdisciplinary
Learning: Natural Science, ..Mathematics, and .. Technology in History.
Students will describe and explain major advances, discoveries, and
inventions over time in natural science, mathematics, and technology; explain
some of their effects and influences in the past and present on human life,
thought, and health, including use of natural resources, production and
distribution and consumption of goods, exploration, warfare, and
communication.
Core Concept, ...to enable students to acquire knowledge,
skills, and judgment so as to continue to learn for themselves, participate
intelligently in civic life, and avail
themselves of historical and cultural resources historic sites, museums, parks,
libraries, multimedia information sources wherever they may live or travel.
III. Reasoning, Reflection,
Research, and
Content in History and Social Science
...how to understand and use maps,
globes, and visual representations of quantitative data (including graphs,
charts, and tables);
A.
Core Knowledge: The United States
f. Early English settlements and daily
life in Massachusetts
c. Massachusetts town government,
religion, and schooling in colonial timesetc.
After
studying the history of their town, city, they will make a list of five or six
developments, inventions and /or discoveries and how they changed the physical
layout of their town and why. Then they will make an authentic future map
of their town twenty years after a railroad extension into their town. An explanation of the changes can come in the
form of a report or class presentation. Power point presentations will be
encouraged, Web site primary source
information can be demonstrated.
Lesson
1: Students will work in groups of threes. The group chairperson will be a high achieving
student. Each student will develop their own unique product. Students will receive an explanation sheet
with a rubric. Packets of information will be developed which will cover their
town history relative to major inventions, discoveries and developments that
have taken place locally or nationally.
Local history books and materials as well as their U.S. history books
will be available to them for their research. Students will begin their
research. The art teacher will
demonstrate three different ways to make a map: regular, tourist with
pictures in the map and tourist with a key.
Lesson
2: Students will work in the computer lab. A list of web sites will be given to them and they will
search for information and primary source material for their project. They can
also work on their power point present ion or
start to type their report.
Lesson
3: Students will begin to make their rough drafts and organize their presentations or
reports. Students can work in the classroom with the teacher or the computer
lab with the co-teacher.
Lesson
4: Students will present their reports or presentations along with their
findings and theories. The best projects will be displayed on a school board.
Primary
Sources
Book-
Mattapoisett and Old Rochester-1907 (first edition)
Book-
Lands of the Sippican-1934 (first edition)
Book-
Colonial Times on Buzzards Bay-1894 (first edition)
Book
- Sailing Days in Mattapoisett-1870-1960 (first edition)
Book-
Maps of Massachusetts- 1600 to present ?
Booklet-
Old Landings Days in Marion- 1952 (first edition)
Booklet-
Other Indian Events of New England 1941 (first edition)
Booklet-
Village Street in Marion- 1900c
Booklet-
Walks Around Mattapoisett vol I and II
Booklet-
Tales of Old Rochester
Booklet-
Mattapoisett a Bicentennial-1976 (first edit.)
Booklet-
Town of Mattapoisett 100th Aniv.(first edit)
Booklet-
Centennial Calandar-1986
Map-
Wampanoag Canoe Passage
Map
Contact Period Native Trails
Map
Native Villages Southeastern map 1500c.
Map
Map of Marion and Mattatpoisett around 1958
Map
Map of Marion, Mattapoisett and Rochester-Dept of the interior Geologic
Survey-topographical Map 1977
Map
Mattapoisett - 1980
Post
Cards Misc. historic post cards of Marion, Mattapoisett and Rochester
Internet
Links
Massachusetts
Archives,
State Archives Building, 220 Morrissey Boulevard, Boston, MA 02125. Town Maps, 1794, 1830 series; additional
primary sources at State Archives include Mass. Archives collection, and public
records of state government. Web site has teacher lessons related to primary
sources at
National
Geographical Society, Key to the National
Geography Standards, Geography for Life: National Geography Standards,
Washington, DC, 1994 Sherer, Thomas E. Jr., The Massachusetts Atlas, A Student’s Guide to the Geography of the Bay
State (Old Lyme, Ct, Kilderatlas Publ. Co.) 1995. Also A Teacher’s Guide to The Massachusetts Atlas.
Massachusetts
Historical Society Proceedings, Massachusetts Historical Society, 1154 Boylston
Street. Boston, MA 02215. Also publishes The Massachusetts Historical
Review . See
www.masshist.org for more details.
Massachusetts
Historical Society Proceedings, Massachusetts Historical Society, 1154 Boylston
Street. Boston, MA 02215. Also publishes The Massachusetts Historical
Review . See
www.masshist.org for more details.
The
art teacher will aquaint the students with three different map styles
The
Language Arts teacher will help the students with the Tor, Re, Re, Re, So
writing graphic organizer
Relation to Community
The Marion, Mattapoisett, Rochester town web site
The Mattapoisett, Marion or Rochester town
museums