The History of Lawrence, Massachusetts
By,
Mary Blackstone
Place in Massachusetts
History
Dr. Patricia Fontaine
April 16, 2003
This unit was designed to teach students about the history and development of the city of Lawrence. The students will watch Lawrence grow as both an economic center and a culturally diverse community. The students will participate in the acquisition of this knowledge through classroom activities and assignments. The students will learn through the use of primary sources, the incorporation of technology, the study of literature, synthesis of knowledge, and exploration of museum exhibits. The unit will close with a performance assessment that draws upon every aspect of the city that was studied.
Students
will recognize how the geography was altered by industrialization.
Students
will understand which mills existed in Lawrence and what was produced in
them.
Students
will understand why the area, which is now Lawrence, was chosen to build a mill
city.
Students
will understand the arrival of immigrants and how these people lived.
Students
will understand the Pemberton Mill tragedy along with some other dangers
associated with mill work.
Students
will learn to synthesize information using primary sources.
Students
will understand the reasons for and the results of the Bread and Roses strike
of 1912.
Students
will understand that all of this happened right where we are living today.
How
did the mills alter the land and demographics of Lawrence?
Why
was the site at Lawrence chosen to become a mill city?
What
was manufactured in the mills here in Lawrence?
What
was the lifestyle of the mill families in Lawrence?
What
are the dangers associated with working in the mills?
How
was the city able to keep running during hard times?
What
was the significance of the Bread and Roses strike?
How
does the history of Lawrence involve you?
Grade
10
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will recognize how the geography was altered by
industrialization.
Essential
Question:
How did the mills alter the land and demographics of Lawrence?
Development
and selection of Activities and Resources:
Opening- For the last two weeks we
have been learning about the Industrial Revolution in Massachusetts. We have learned of cities like Waltham,
Lowell, Fall River, and New Bedford. Today
we are going to begin researching and discovering the piece of the Industrial
Revolution staring us in the face everyday, the city of Lawrence. (5 mins)
Learning
Plan-
Students are to get into their discussion groups. Each group will be given two maps to
study. One map shows the Lawrence
territory just prior to the building of the dam, 1845. The other map shows a much more recent
Lawrence, 1974. Students in their groups
are to examine the maps and discuss the similarities and differences between
the two. They should specifically
address the list of questions they received with the maps. (20 mins)
Groups
are then responsible to report back to the class on one of the questions. After addressing their question, each group
must list one similarity or difference that only their group noticed, or that
made an impression on the group. Each
group must name something different. (20
mins)
Closing- Today we discussed how
Lawrence looked in 1845, prior to the construction of the dam, in comparison
with how it looked more recently in 1974.
Tomorrow we will enter into a discussion of the building of the dam and
canals in 1845. (5 mins)
Resources:
Map of Lawrence 1845
Map of Lawrence 1974
Discussion Groups
List of Questions
White Board and Markers (to record
group responses)
Content:
·
the geography of the area in 1845
·
the geography of the area in 1974 (roughly present)
·
uncovering of how the area has changed due to industrialization
Curriculum
Standard:
Pathway 1 – USI.27
How
will the understanding of the essential question be assessed?
·
Teacher observation of group discussions
·
Group answers to list of questions
·
Class discussion of group responses
Names: Date:
Each
group should use the attached maps in order to address the following
questions. Each group will be
responsible to share their treatment of one question with the class. Also, each group will be responsible to
report one interesting observation.
1. What was in the area prior
to the building of the great stone dam?
2. How many houses can you find
on the first map?
3. How many bridges do you see
on the first map? On the second map?
4. On the more recent map one
can make out the highway all the way to the right. What is in this area on the older map?
5. Which two towns gave up the
land that enabled the birth of the city of Lawrence?
6. What other specific
similarities or differences did your group notice? What other interesting observations did you
group make?
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand why the area was chosen to build a mill city.
Essential
Questions:
How did the mills alter the land and demographics of Lawrence? Why was the site
at Lawrence chosen to become a mill city?
Development
and selection of Activities and Resources:
Opening- Yesterday we looked at how
drastically the area changed, from a farming community to a densely packed
industrial center. Today we will examine
the very beginnings of this change, the construction of the dam and the
canals. (5 mins)
Learning
Plan-
Students are to once again join their discussion groups. Each group will receive an excerpt from “The
Walking Tour of Lawrence,” with a brief explanation of one aspect of the
dam/canal system. The group is to read
the short article, and then discuss it with their group to gain an
understanding of the specific function.
(Teacher will be available for questions and clarification). Each group will then prepare a written
explanation of their function, which addresses the questions that the teacher
has posted on the board: What is it called?
What purpose does it serve?
Why is this important? (20 mins)
Each
group is then responsible to share their findings with the rest of the class. Their classmates are responsible to be
writing the name and function on the worksheet provided. Teacher clarification will be available if
necessary.
Closing- The construction of the
dam and canals was only the first piece in the development of the city. Tomorrow we will discuss the mills and what
was produced in them.
Resources:
Walking Tour of Lawrence, MA Dam and Canal Area by
A. Reusch and D. Meehan’s classes
Dam and Canal Worksheet
Discussion Groups
Content:
·
The founding of the company
·
The building and function of the dam
·
The building and function of canals
Curriculum
Standard:
Pathway 1-USI.26
How
will the understanding of the essential question be assessed?
·
Teacher observation of student discussions
·
Group presentations of individual functions
·
Student completion of dam and canal worksheet
Name:
Date:
Site 1:
Site 2:
Site 3:
Site 4:
Site 5:
Site 6:
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand which mills existed in Lawrence and what was produced
in them.
Essential
Question: What
was manufactured in the mills here in Lawrence?
Development
and selection of Activities and Resources:
Opening- Yesterday we studied the
dam at Bodwell’s Falls. Today we are
going to see what the Essex Company did with all of that power. (5mins)
Learning
Plan-
Students will proceed with teacher to the library. Each discussion group has been assigned the
name of a different major mill in Lawrence’s history. Along with primary sources to be provided by
the Lawrence History Center (formerly Immigrant City Archives) groups will
search the library in order to answer questions about their mill. Students should find as many answers as they
are able to, although it is understood that not all answers will be available
for all mills. Groups should submit the
research in writing to be compiled and returned as a fact guide for
students. (30 mins)
Closing- Today we did some research
and found out about the different mills that existed in Lawrence. Tomorrow we will talk about the arrival of
the immigrants. (5 mins)
(Class
is ten minutes shorter today to allow for travel time to and from the library).
Resources:
Lawrence High School Library
Lawrence History Center research
List of Questions
Content:
·
Information of what was produced in Lawrence
·
Information on available primary sources
·
How to research a topic in the library
Curriculum
Standard:
How
will the understanding of the essential question be assessed?
·
Teacher observation of students at work
·
Teacher aid in student research
·
Completed fact sheet
Names:
Date:
Name of Mill:
When
was the mill built?
When
did it cease production?
How
many people did this mill employ?
How
many buildings/machines/spindles/looms/etc. were in this mill?
What
other interesting facts did your group find out about this mill?
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand the arrival of immigrants and how these people lived.
Essential
Question: What
was the lifestyle of the mill families in Lawrence?
Development
and selection of Activities and Resources:
Opening- Yesterday we uncovered some
interesting facts and figures about the mills in Lawrence. The information that each group turned in
will be compiled by Friday and returned to each of you to aid you in your final
project for this unit. Today we are
going to participate in an activity designed to help you to understand why
people emigrated from other countries to Lawrence, and how ethnic neighborhoods
were maintained.
Learning
Plan- As
students entered the room, they each received an envelope and were instructed
not to open it. Students are now asked
to open their envelopes. Inside of each
envelope is a colored slip of paper.
Five students have and additional envelope along with their colored
paper.
Hung
all around the room are large pieces of colored paper that corresponds to the
colored paper that the students found in their envelopes. The colors are to represent nationalities of
immigrant groups in Lawrence. Each
student who received only a colored piece of paper in his/her envelope is asked
to go and sit in the desks underneath his/her color. The students with a second envelope are asked
to come to the front of the room.
The
students are informed that we have just created “ethnic neighborhoods.” The five students in the front of the room
are newly arrived immigrants. As a
class, we will decide why they came to Lawrence, and what neighborhood they
will most likely settle in.
The
second envelopes contain different reasons for moving to Lawrence; one is a
letter from a friend describing job opportunities in Lawrence, one is an
eviction notice from a farm, one is a newspaper “want ad,” one is a letter from
a family member indicating that they are ready to be joined with a newly
immigrating family member, and one is a beautiful picture of the city of
Lawrence.
The
“new immigrants” are asked by the teacher to come up one at a time and open
their second envelopes. The class is
then asked to assess why this person came to Lawrence. Next, the class must assess based on the
colored paper, and the reason’s for coming, where this person would most likely
settle. Our “immigrant” is then sent off
to his/her new neighborhood and we move onto the next “immigrant.” (35 mins)
Closing- Today we looked at why and
how immigrants settled in Lawrence.
Tomorrow we will study and discuss some of the dangers of mill work and
also take a look at the Pemberton Mill disaster. (5 mins)
Resources:
Colored paper on walls
Colored slips of paper in
envelopes
Five envelops containing colored
paper and a smaller envelope
Five smaller envelops containing:
Letter- friend to friend
Want Ad
Eviction Notice
Letter- family to family
Pretty picture of
Lawrence
Content:
·
Reasons immigrants came to Lawrence
·
Reasons ethnic neighborhoods developed
Curriculum
Standard:
Pathway 1- USI.27 b
How
will the understanding of the essential question be assessed?
·
Student participation in activity
·
Student discussion during activity
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand the Pemberton Mill tragedy along with some other
dangers associated with mill work.
Essential
Question: What
are the dangers associated with working in the mills?
Development
and selection of Activities and Resources:
Opening- Yesterday we learned about
the arrival of immigrants in Lawrence.
We discussed why they came and where they lived. Today we will be looking at some of the
dangers associated with the work they did.
We will also look at the Pemberton Mill disaster. (5 mins)
Learning
Plan- Teacher
led discussion on mill dangers. Students
are prompted to, using what they know about mill work, synthesize what the
dangers to their health and well being might be. Discussion prompting questions may include: What threats do the machines pose to the people
operating them? What about girls with
long hair? With the shuttle moving that
fast, what is the potential for injury?
How would the long hours affect an operative? What about air and water quality? Overall, were mill workers healthy people, do
you think?
Students
should be taking notes during the discussion in order to form for themselves a
list of mill dangers. (20 mins)
Students
should then join their discussion groups where they will receive and except on
the Pemberton Mill disaster. Students
should skim this excerpt in order to find the answers to the attached list of
questions.
Closing- The fall of the Pemberton
Mill happened upon the city just as it had begun to recover from economic
crisis. The dangers associated with life
in the mills were exceedingly great.
Tomorrow we will look at major events over the course of five months in
Lawrence’s history.
Resources:
Article regarding the Pemberton Mill
Questions on Pemberton Mill
Content:
·
the dangers of life in the mills
·
the fall of the Pemberton Mill
Curriculum
Standard:
Assignment: Students are to interview a
person who grew up in the city of Lawrence using the interview sheet received
today. It is due three days from now.
How
will the understanding of the essential question be assessed?
·
Participation in class discussion
·
Completion of Pemberton Mill work sheet
Names:
Date:
The Fall of the Pemberton Mill
How did it manage to catch
fire?
How many people were in the
building?
Of these, how many lived?
How many were injured?
How many people died in the
tragedy? Men? Women?
Where were the dead and
injured taken? Why?
How was disaster relief
handled?
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will learn to synthesize information using primary sources.
Essential
Question: How
was the city able to keep running during hard times?
Development
and selection of Activities and Resources:
Opening- Yesterday we talked about
the dangers of mill life and the collapse of the Pemberton Mill. Today with out discussion groups we are going
to synthesize what kind of a city Lawrence is to live in during the year
1893-1894. (5 mins)
Learning
Plan- With
discussion groups, students will asses what one can learn about life in the
city of Lawrence from this excerpt of the Gazetteer. Using input from all group members, each
group must produce a journal entry for one of the dates listed in the
excerpt. The journal entry should be at
least one page long. Be sure to address
the questions posted on the dry erase board: Who is writing the journal entry?
What is his/her name? How old is
he/she? Does he/she work? If so, where?
If not, what does he/she do?
Where does he/she live? Does
he/she like Lawrence? What happened in
the city today? How did this event
impact the author of the journal entry? The
journal entry should be fictional but historically correct. The groups will then share their journal
entries with the entire class. Written
forms of the entry will be submitted to the teacher after they are shared. (40 mins)
Closing- Today we used a primary
source to help us synthesize what a day in the life of a typical Lawrence
resident would be like 1893-1894.
Tomorrow we will be using the internet to learn about the Bread and
Roses Strike of 1912.
Resources:
Discussion Groups
Journal guiding questions
Content:
·
learn about five months in Lawrence
·
use this information to understand daily life in the Immigrant City
Curriculum
Standard:
Pathway 1- USI.27 and USI.27 b
Assignment: Students should still be
working on their interviews. If a
student is having trouble finding someone who grew up in Lawrence they should
see the teacher who can connect them with a volunteer interviewee. Brochure (performance assessment)
assigned.
How
will the understanding of the essential question be assessed?
·
Teacher observation of group work
·
Completed journal entries
Grade 10
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand the reasons for and the results of the Bread and Roses
strike of 1912.
Essential
Question: What
was the significance of the Bread and Roses strike?
Development
and selection of Activities and Resources:
Opening- Yesterday we were using
primary sources in order to learn history.
Today we are traveling to the other end of the spectrum. We will be using the Internet to access,
uncover, and share the information about the Bread and Roses Strike of
1912. (5 mins)
Learning
Plan- Today
students will be working in pairs. Pairs
will each be given one aspect of the Bread and Roses Strike and asked to
research it on the web sites provided by the teacher. Topics are: Strike Timeline, Immigrant
involvement, Children and “exile,” Strike Leaders, Soup kitchens and other
relief, Military and Police involvement, and Strike results. The students will travel to the school
library and, with their partner, search the teacher provided web sites.
www.breadandroses.net/history.html
www.fortunecity.com/tinpan/parton/2/breadrose.html
www.womhist.binghampton.edu/law/thesis.html
www.mountalverniahs.org/Mahs/Departments/Hist-Lit05/Laborstruggle/1912strike.htm
The
students must locate the information on the web, then write a short summary
including how to return to the site.
(20mins)
Upon
returning to the classroom, each pair will have the opportunity to show the
rest of the students where they found the information to complete their summary. The pair will then hand the summary in to the
teacher. (15 mins)
Closing- Today we searched the
Internet for information about the Bread and Roses Strike of 1912. Tomorrow we will be looking at a work by
Robert Frost, a renowned poet and a native of the city of Lawrence. (5 mins)
Resources:
Computers in the Lawrence High School library with
Internet Access
List of Appropriate Web sites
Summary sheets with topic
Content:
·
Facts and figures about the Bread and Roses Strike of 1912
·
People and places dealing with the Bread and Roses Strike of 1912
Curriculum
Standard:
Pathway 1- USI.27 and USI.27 b
Assignment:
Teacher
will set aside 5 mins at the end of class with which to address student
concerns either about the interview or the brochure (performance
assessment). A reminder that interviews
are due tomorrow at the beginning of class.
How
will the understanding of the essential question be assessed?
·
Teacher observation of student work on Internet
·
Student sharing of sites and information
·
Student summary sheets
Names:
Date:
Circle the topic assigned to
you by teacher:
Strike Timeline
Immigrant Involvement
Children and “exile”
Strike Leaders
Soup Kitchens and other relief
Military and Police
Strike Results
Search the Following Sites:
www.breadandroses.net/history.html
www.fortunecity.com/tinpan/parton/2/breadrose.html
www.womhist.binghampton.edu/law/thesis.html
www.mountalverniahs.org/Mahs/Departments/Hist-Lit05/Laborstruggle/1912strike.htm
Write a short summary of what you find on the Internet relating to your topic along with where you were able to find the information:
Day Eight
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will learn to synthesize information using primary sources.
Essential
Question: What
was the lifestyle of the mill families in Lawrence?
Development
and selection of Activities and Resources:
Opening- Yesterday we made
discoveries about the Bread and Roses Strike using the Internet. Today we will be discussing our interview
results, and then looking at a primary source.
We will be reading an essay that Robert Frost wrote for the Lawrence
High School newspaper “The Bulletin.”
This will help us to synthesize what living in Lawrence means to the
different kinds of people who live here.
Learning
Plan-
Students will participate in an open sharing of interview results. Each student will share one or two
interesting facts he/she learned from his/her interviewee. (20 mins)
After
sharing, students will join their discussion groups. Each group will receive a copy of a piece by
Robert Frost. The students will review
the work with their groups and then answer the following questions, which would
be posted on the white board:
What is he talking about?
What year did he graduate from
LHS? What honor did he receive?
Based on the interview information you have recently
received, do you believe that Robert Frost was a typical citizen of the
Immigrant City, or was he an oddity?
Explain.
Students
will then reconvene with the entire class to discuss their opinions. (20 mins)
Closing- Today we looked at our
interviews and an essay by Robert Frost.
Please be sure to pass in your interviews at this time. Also, each group should pass in the answers
to the group discussion questions.
Tomorrow is our field trip to the Lawrence Heritage State Park Museum.
Resources:
Completed interview sheets
Discussion Groups
Discussion Questions on white board
Content:
·
Life experiences of actual Lawrence residents
·
Work by Robert Frost
Curriculum
Standard:
Assignment: Tomorrow the class will be visiting the
Lawrence Heritage State Park. Tonight
they should somehow access the web site, and use the information to develop at
least one pre-scripted question to ask the staff while visiting the museum.
How
will the understanding of the essential question be assessed?
·
Class discussion on interviews
·
Teacher observation of group discussions on Robert Frost
·
Group answers to posted questions
·
Student interview packets
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand that all of this happened right where we are living
today.
Essential
Question:
How does the history of Lawrence involve you?
Development
and selection of Activities and Resources:
Opening- Today we will be
participating in a culminating activity that ties the entire unit together, and
shows you, the students, how you fit in.
Learning
Plan- Today
students will be traveling (okay, walking) to the Lawrence Heritage State Park
with their teacher. The students will be
split into two groups. One group will be
visiting the museum in the morning; the other will go in the afternoon. The class will spend approximately two hours
on the field trip to the museum. One
half hour will be spent on the walk to and from the museum, one hour will be
spent listening, learning, discussing, and asking their pre-scripted questions
in the museum, and one half hour will be spent watching a film at the museum on
the Bread and Roses Strike. Students
will leave Lawrence High School with their teacher and walk across the common
and down two blocks to the State Park.
Students are responsible to be involved, respectful, and not get
lost. (2 hrs)
Upon
returning to school, each student in the group will be asked to write a
response describing what, in their own opinion, was the most effective aspect
or exhibit of the museum visit. This
response is to be handed in to the teacher.
(30 mins)
Closing- Today we had the
opportunity to experience some of the history available to us in our own
city. Tomorrow we will be sharing out
brochures in both our groups and as a class.
Be sure to bring in enough copies of your brochure for you, your group
members, and the teacher.
Resources:
Movie on Bread and Roses Strike,
shown at L.H.S.P.
Permission Slips to the L.H.S.P.
Content:
·
Learning about available resources
·
Seeing pride in the history of Lawrence
·
Reflecting on the museum experience
Curriculum
Standard:
Assignment: The brochure (performance
assessment) is due tomorrow. Students
must bring in one copy for each group member, one copy for himself/herself, and
one copy for the teacher.
How
will the understanding of the essential question be assessed?
·
Student responses to museum experience
·
Student pre-scripted question to museum personelle
233 Haverhill
Street
Lawrence, MA
Tel:
978-975-2750
Fax: 978-685-0807
Teacher: Ms. M. E.
Blackstone
Course: United States
History I
Dear Parent/Guardian,
On Thursday April 24, 2003
we will be visiting the Lawrence Heritage State Park museum. The students and myself, along with one other
teacher will be walking the three blocks to the museum. The students will be divided into two groups,
one group will be visiting the museum in the morning, and the other group will
visit the museum in the afternoon.
Please sign and return the bottom portion of this so that your child may
participate in this enriching experience.
Sincerely,
Ms.
M. E. Blackstone
My child is in group
A/B.
I,
___________________________ hereby give my son/daughter permission to
participate in the field trip and release Lawrence High School and its faculty
and staff of any liability.
______________________________
Parent/Guardian Signature
History
of Lawrence, MA
Goal: (enduring understanding)-
Students will understand that all of this happened right where we are living
today.
Essential
Question: How
does the history of Lawrence involve you?
Development
and selection of Activities and Resources:
Opening- Yesterday we had the
privilege of visiting the Lawrence Heritage State Park. Today we will be discussing out brochures
(performance assessment) with our discussion groups and highlighting specific
things to share with the entire class.
(5 mins)
Learning
Plan-
Students will join their discussion groups and distribute the brochures they
designed. Each student in the group then
speaks to the group about his/her brochure.
After every group member has spoken, the group will discuss each
brochure in order to decide on one key aspect of each to share with the
class. It may be a design aspect or a
content aspect that is key. (25 mins)
The
whole class comes together and each group highlights the one aspect of each
brochure they choose to share. (15 mins)
The
teacher then collects teacher copy of all brochures.
Closing- This concludes out study
of the history of Lawrence, how it became a mill city, how it fits into the
world today, and how you fit into the city.
Each of you now has good reason to be proud of where you live, its
history, and its future. (Teacher
distributes some interesting facts about Lawrence and some memoirs). This is some additional information for you
to add to your collection about this unit.
Tomorrow we will begin a new unit.
Resources:
“Memories of a Textile Town”
“Lawrence in a Nutshell”
Discussion Groups
Content:
·
Use of technology
·
Knowledge of Lawrence past, present, and future
Curriculum
Standard:
Assignment: Preview the next chapter of
your text.
How
will the understanding of the essential question be assessed?
·
Teacher observation on group discussion
·
Class discussion of highlights
·
Completed brochure (performance assessment)
Results:
The student will understand how to use the
technology in order to incorporate all he/she has discovered about the history
of Lawrence, Massachusetts.
How can the student use available technology in order to produce a meaningful final project for the unit?
Planning
teaching and learning:
The students will need to have all of the
information that they have been gathering over the course of the unit. Specifically, the students need information
that presents a positive image of the city of Lawrence.
The students need to be able to use the information
they have been acquiring on the history of the city of Lawrence, Massachusetts
and Microsoft Publisher* in order to produce a brochure that motivates people,
business, or enterprise to come and settle in the city of Lawrence.
Performance
Task:
The students will design a brochure, using Microsoft Publisher, * inviting people, business, or enterprise to the city of Lawrence. The brochure will include several aspects of Lawrence history including, but not limited to; immigrant histories, the Bread and Roses Strike, Robert Frost and other famous Lawrence natives, the building of the dam and canals, the founders of Lawrence, and other ideas covered in this unit.
Performance Task
Procedure:
Students will receive the assignment sheet and rubric on day six of the unit.
Students will receive an explanation of what is expected of them at this time.
Each day the teacher will check the progress of the students, answer any questions, and clarify any confusion.
Once the students have gathered the information to be included in their brochure, they are able to make an appointment with the computer teacher for before or after school in order to produce the brochure. (This option is open specifically to those students who do not have the technology/software available to them anywhere else).
Teacher will be available during these appointments to aid those students who are having difficulty with the software, or who are new to our class and not familiar with the software.
Brochures should include: brief history of the city of Lawrence, important people from Lawrence, points of interest, and reasons why others should want to come and here and become part of out community. The brochure should also make a projection into the future of Lawrence, all in a persuasive manner.
Brochures should be graphically appealing, and/or colorful. It should include borders, pictures, and perhaps clip art.
Brochures are due the last day of the unit.
Students are responsible to come prepared with one copy of the brochure for each member of their discussion group, one clean and neat copy for the teacher and one copy for themselves.
* Microsoft Publisher is a registered trademark of the Microsoft Corporation
History of Lawrence, Massachusetts-
Unit Performance Assessment
The Lawrence History Center (Immigrant City Archives) and the Lawrence Heritage State Park need your help!
With their busy schedules trying to keep up with records and exhibits, the historians can not find the time to design brochures about Lawrence to be distributed at the upcoming Lawrence Chamber of Commerce Golf Tournament. Because they are aware of how educated we are becoming about the history of Lawrence, they have asked us to help. We will help them by designing brochures that would motivate people, business, and enterprise to settle in the city of Lawrence. With our growing knowledge on the history of the city of Lawrence, and our proficiency with Microsoft Publisher, our class is going to save the day!
The brochure is due in class on Friday April 25, 2003. You must produce a copy for each member of you discussion group, a copy for the teacher and a copy for yourself
The brochure should include, but is not limited to:
· An introduction telling a little bit about what Lawrence means to you
· A brief history of the Immigrant City- whatever information you feel should be included, what you find most interesting and most important
· Important people from Lawrence, and/or people important to Lawrence
· Points of interest in the city and/or points of historical significance
· A projection into the future of Lawrence, where do you see the city headed?
· Finally, the brochure should explain why all of this information proves that this person, business, or enterprise should come and join us in Lawrence
The brochure should be attractive graphically as well as colorful so that it stands out to the patrons of the Golf Tournament.
The brochure should include pictures, and/or clip art along with the information.
The brochure must be as appealing and easy to read as possible so that the wealthy investors will take notice.
Once you are ready to produce your brochure you may make an appointment with the computer teacher to use his computers and software. You may also produce your brochure at the library at any time, or on your own if you have access to the software.
If you are having difficulty with the software, you may ask the computer teacher or myself to assist you.
The Lawrence History Center (Immigrant City Archives) and the Lawrence
Heritage State Park look forward to seeing our results!
Teaching with Historic Places- Selecting a Historic Place
1. Lawrence, Massachusetts.
2. The story is the rise of the Lawrence textile industry and how it shaped the city that I am teaching in today. The place is significant to students because it is where they live and work today.
3. The place fits nicely into a study of the Industrial Revolution in Massachusetts.
4. Students can develop skills by using technology, primary sources, and visiting museum exhibits. They are also able to develop synthesis skills by manipulating information in groups and using it to complete tasks.
5. The place brings to mind the question: why is there so little information available about this place? One is able to begin at the library, and follow leads from there.
6. If one were not able to visit the place, one would still be able to access information, and pictures using available technology. Other sources of evidence that would be useful would be any place that one is able to observe the workings of a textile mill from Lowell/Lawrence to Lima, Peru.
7. I would most like to ask a person where and how to find the information about Lawrence that I know must exist somewhere. I would find such people all over Lawrence High School, in the history department, the library, and the art department.
Sources:
Dorgan, Maurice B. History of Lawrence, Massachusetts with
War Records.
Published by author, 1924.
Merrill, Charles G. The Lawrence Gazetteer Containing a Record
of Important Events in
Lawrence and Vicinity from 1845 to 1894. Published by author, 1894.
Reusch, Andrew and David
Meehan’s classes. A Walking Tour of
the Lawrence,
Massachusetts Dam and Canal Area. Publishing date unknown.
Special Thanks to:
Lawrence High School Library
Head Librarian Mr. P. Wayslean
Lawrence Heritage State Park
Lawrence History Center (Immigrant City Archives)
And
Lawrence High School Historians
Mr. A. Reusch
Mr. D. Meehan
Content Web
Bread and Roses
Strike
1912
What was Building of Dam
here? and Canals
History of
Lawrence,
Massachusetts
The Where do
Individual Immigrants I
Mills in fit in?
Dangers Lawrence
of Mills Life in
Lawrence
Pemberton Health
Mill Issues Robert
Tragedy Frost