Special Readings

PLACE IN MASSACHUSETTS HISTORY
Special Topics 697
Spring Semester 2003

Instructors: Barbara D. Robinson, M. Ed. 617-287-7654, k12.msp@umb.edu
Prof. John F. Looney, Jr. 617-287-5283, jack.looney@umb.edu
Prof. Richard Gelpke 617-187-5288, richard.gelpke@umb.edu

Class meetings: 4-7pm, Wednesdays, January 29-April 16
36 hrs. instructional time, 3 graduate credits

Location for Boston: LL Healey for Distance Learning and Classroom
UL Healey for Computer Lab

COURSE DESCRIPTION
The goal of this inter-campus distance learning (DL) course is to provide content on specific places and events in Massachusetts history that connect the community to the curriculum frameworks and make lessons more relevant to students. Topics will include the founding and growth of towns; settlement and immigration patterns, economic transitions (agriculture to industry to information), reform movements (women and anti-slavery) and state-wide systems like Quabbin water supply. Specialists will supply background information, primary sources (original historical documents and images) and teaching resources that will also be made available online. Participating classroom teachers will be able to integrate local resources into their required studies and to develop new curriculum related to community, watershed and state. The course is aimed at middle and high school teachers, but elementary teachers from grades 3-5 can also benefit by adapting materials to meet grade level requirements.

Format: The course will be broadcast to three campuses (Boston, Dartmouth, Lowell) with Boston as the host campus. Each DL broadcast will consist of 1 1/2 hr. presentation of content, with faculty and a teacher/practitioner as presenters, to be followed by 1 1/2 hrs. in classroom discussion, computer lab work and research in primary sources.

Additional DL presenters from three campuses:
UMass Boston: Prof. Reed Stewart, retired, Bridgewater State College, now Massachusetts Studies Project (MSP) lead teacher; Alan Girelli, Distance Learning, technology supervisor
UMass Lowell: Prof. Patricia Fontaine, School of Education, Prof. Larry Gross, Economic and Social Development, Sheila Kirschbaum, Tsongas Industrial History Center Education Specialist
UMass Dartmouth: Prof. Len Travers, History Department, Kathryn Grover, New Bedford historian.
Course Classroom Facilitators at each Campus: Boston, Barbara D. Robinson; Lowell, Prof. Pat Fontaine; Dartmouth, Maureen Brisson.

Course Relationship for Conceptual Framework: This course promotes critical thinking and problem-solving which are essential skills of the thoughtful and responsive educator. Participating teachers examine their grade level curriculum requirements (especially in history, geography) and create new ways to make learning come alive for their students through research into original sources and the active engagement in learning at the community level. The sharing of knowledge and collaboration with others is encouraged through teamwork assignments, and classroom and threaded discussion online. Their original research will lead to database contributions and lessons that can be shared with classmates and eventually all teachers online. In their website research and database work, they will develop skills to model the integration of technology tools for instructional activities. Through the discussion processes, an atmosphere of support and care for each other will be created that emphasizes the importance of personal growth and lifelong learning. As participating teachers develop the required lessons or unit, they must meet high professional standards of knowledge in their subject matter as well as in pedagogy, including assessment practices.

Objectives of Course:
1.Participating teachers will demonstrate knowledge of content and examples of best teaching practices that relate to the geography and history of Massachusetts.

2. Participating teachers will be able to apply content knowledge and best practices in making connections to community, watershed and region that relate to the state curriculum frameworks (history/social science primarily but also language arts and science).

3. Participating teachers will acquire skills in the gathering and use of primary sources at the community level in order to make the study of US History and Social Sciences more relevant to students.

4. Participating teachers will develop a curriculum unit that incorporates course content and primary sources relating to the school community that they will be able to use in their classrooms and share with others online.

5. Participating teachers will acquire skills in the effective use of multimedia instructional technology as tools that will help to strengthen student research and critical thinking skills.

Required Texts
Richard Brown and Jack Tager, Massachusetts: A Concise History. (Amherst: University of Massachusetts.Press), 2000.
Richard Wilkie and Jack Tager, Historical Atlas of Massachusetts. (Amherst: University of Massachusetts Press), 1991.
Weekly course materials on MSP (www.msp.umb.edu)

Optional Texts
Cronon, William ,Changes in the Land: Indians, Colonists and the Ecology of New England. (New York: Hill & Wang), 1984.
Glassberg, David, Sense of History: The Place of the Past in American Life. (Amherst: University of Massachusetts Press), 2001.
Ifkovic, John et al, Guide to the History of Massachusetts. (Amherst: University of Massachusetts Press), 1987.
Massachusetts Council for the Social Studies, Videos on Massachusetts Yesterday
Tager, Jack & John W. Ifkovic (Eds,) Massachusetts in the Gilded Age. (Amherst: University of Massachusetts Press), 1985.
Websites: Commonwealth of Mass. (www.mass.gov); National Park Service (www.nps.gov); US Geological Survey (www.usgs.gov)

Required Assignments
1. Development of a curriculum unit (individual or with team) that builds upon course materials and best practices, and emphasizes primary sources related to the community. The finished unit (after rubric assessment and approval) will be made available in electronic form to be posted on the MSP website for online sharing with other teachers. Due preliminary April 2, final April 16.

2. Researching primary sources on the web and at a community repository(s) such as a reference library, historical society or town archive (at least three hours in the community) with approved community primary sources added to course database. Due March 5.

3. Classroom participation in discussion following each distance learning session, to include listening to others with respect, presenting own views about content, raising questions, and generally contributing to a positive learning environment.

4. Posting of notes and questions from each session online (seen by faculty only), as well as participation in a threaded discussion (with classmates), through Prometheus courseware (minimum 1 hour each week).

Methods of Evaluation
Students are evaluated by the following methods, weighted as follows:
Domain/Assignment Relevant Objective Percent of grade
1. Curriculum Unit 1,2,3,4,5 50%
2. Research Primary Sources 3,4 15%
3. Classroom Participation 1,2,4,5 20%
4. Online Posting and Threaded Discussion 1,2,5 15%

Accommodations:
Section 504 and the Americans with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present and discuss these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.

Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, delineated in the University of Massachusetts Graduate Studies Bulletin, Undergraduate Catalog, and relevant program student handbook(s).

Schedule
1) January 29: DL Presentation Room/Computer Lab
Topic: Course Introduction and Overview; Orientation to Distance Learning Technology Presenters: Prof. Reed Stewart, Bobby Robinson (course orientation), and Alan Girelli, (distance learning technology, threaded discussion) UMass. Boston

Classroom follow-up:
Questions, hands-on practice in computer lab at each campus

Processes and learning methods:
Lecture, demonstration, discussion; hands-on practice with threaded discussion

Readings:
MSP website, primary source database, course syllabus and courseware features

Assignments:
Lab exercises on readings to provide additional experience with courseware;
Begin threaded discussion by introducing self, course expectations (1 hr. min.)

2) February 5: DL Presentation Room
Topic: Peoples of Massachusetts
Presenters: Eric Johnson, Massachusetts Historical Commission (on Native Americans,
first Europeans), Westy Egmont, International Institute of Boston & Dreams of Freedom
Foundation (on later migrations, present immigrants), Teacher/Practitioner.

Classroom follow-up:
Questions, hands-on practice in computer lab at each campus

Processes and learning methods:
Lecture, multimedia visuals (primary sources, images related to lecture), discussion

Readings:
Brown and Tager, re Native Peoples, first Europeans, pp. 6-10
Atlas, Race and Ethnicity, pp. 5-10,
MSP website course syllabus, database

Assignment:
Lab exercises to provide additional experience with courseware; notes on readings.
Continue threaded discussion with classmates, send notes re “Peoples” (1 hr. min.)


3) February 12: DL Presentation Room
Topic: Physical Geography and Settlement patterns
Presenter: Prof. Richard Gelpke, Earth & Geographic Science, UMass. Boston;
Teacher/Practitioner, Tom Vaughn, Arlington Public Schools

Classroom follow-up:
Questions, hands-on consideration of maps, research at each campus

Processes and learning methods:
Lecture, multimedia visuals (primary sources, images related to lecture), discussion

Readings:
Brown and Tager, pp. 1-5
Atlas, topography and landscape, ecology, pp. 2-3
Cronon, Chapter on “The View from Walden” on ecological history, pp, 7-12
MSP website course syllabus, database; special readings and maps online
USGS website, MA topographic maps

Assignment:
Lab exercises on readings and maps to provide additional experience with courseware;
Continue course notes to faculty and threaded discussion on content (1 hr. min.)

4) Feb. 19 (Research session off campus)
Teachers consider unit topic for lesson development by review of outlines of past and
upcoming sessions. Threaded discussion on questions to consider for development of
lesson plans

Processes and learning methods:
Computer experience; research and threaded discussion

Readings
Review of notes and outlines of past and upcoming sessions

Assignment:
Begin local research and consider development topic that relates to grade level curriculum
frameworks. Review notes of first 3 sessions and outlines for upcoming sessions for
topic summaries. (Submit tentative topic via online notes and contribute to threaded
discussion on community-based topics: 3 hrs computer requirement)

5) Feb. 26, DL Presentation Room, Computer Lab
Topic: Development of towns and cities, from colony to state
Presenters: Profs. Richard Gelpke, UMass. Boston, Michael Steinitz, Mass. Historical
Commission; Teacher/Practitioner, from Plymouth Public Schools

Classroom follow-up:
Video showing of “Massachusetts Yesterday”, discussion on ways to localize topic, hands-
on practice in computer lab at each campus

Processes and learning methods:
Lecture, discussion, research, script evaluation of video Massachusetts Yesterday

Readings:
Brown and Tager, Piety and Plenty, pp. 36-57
Atlas, Settlement chapter, maps, 16-27
special readings online at MSP website re. community resources and primary sources

Assignment:
Research into own community on website and in local research repository; locate primary
sources on community related to course topics. Three sources for database due March 5

6) Mar. 5, DL Presentation Room
Topic: Economic transitions: Part I: From Farm to Factory, Water Power, Lowell as case study
of planned industrial city,
Presenter: Prof. Larry Gross, Economic and Social Development, UMass. Lowell;
Prof. Pat Fontaine, Teacher/Practitioner applications

Classroom follow-up:
Teachers compare own community with Lowell; check out industrial history primary sources at each campus; continue work on unit

Processes and learning methods:
computer experience; group discussion and topic research

Readings:
Brown and Tager, pp. 113-143
Atlas, Industrial Beginnings, 1815-1860, pp. 18-33
Industrial History on MSP website, with selected readings
Discovery Enterprises, Primary Sources on Lowell women & factories

Assignment:
Notes on comparison on own community with Lowell; threaded discussion (1 hr. min.)

7) Mar 12, DL Presentation Room
Topic: Economic transitions: Part II, From Maritime Trades to Factory, Fall River, New
Bedford case studies
Presenters: UMass. Dartmouth, Prof. Len Travers, Lee Blake, Center for Teaching;
Teacher/Practitioner, New Bedford/Fall River public schools

Classroom follow-up:
Questions re. Lowell-Fall River differences, continue local research at each campus

Processes and learning methods:
computer experience; threaded discussion and notes on lecture content

Readings:
Brown and Tager, pp 113-143
Atlas, Industrial Beginnings, 1815-1860, pp. 18-33
Industrial History on MSP website, with selected readings
New Bedford Historical Society materials

Assignment:
Develop essential questions re. industrial history and own community and send as notes;
Threaded discussion continues

8) Mar 19, DL Presentation Room
Topic: Lowell Women and Change in Society
Presenter: Sheila Kirschbaum, Tsongas Industrial History Center Education Specialist,
Prof. Pat Fontaine, UMass. Lowell on practical classroom applications

Classroom follow-up:
Essential questions about place and reform, divide into teams to discuss, report to class; web and local research on primary sources related to reforms

Processes and learning methods:
Lecture, small group discussion, reporting on lecture and local applications, research

Readings:
Brown and Tager, Mission to the Nations, pp. 144-161
Atlas, Women and Society, pp. 80-89
Tsongas Industrial History Center website www.uml.edu/Tsongas
Additional website search for women and reform, transcendentalists

Assignment:
Continue work on project; participation in threaded discussion in response to reforms; topic; send notes to faculty with questions about unit development

9) Mar 26, DL Presentation Room, & Computer Lab
Topic: Unit Development and Assessment

Classroom Follow-up:
Facilitator and curriculum specialist lead discussion re unit development and assessment;
Teachers share by video conference their topic selected (tentative) and discuss related
questions, research for project preparation, resources available, assessment processes,
invite feedback on topic and approach

Processes and learning methods
Online sharing of topics, critical thinking questions first half; second half, continue
discussion at own campus and work on units using computers.

Readings:
State DOE and district websites re. assessment, sample rubrics

Assignments:
Unit development includes incorporation of local primary sources;
Notes on unit due in preliminary form April 2

10) April 2, DL Presentation Room
Topic: Slavery, Discrimination, Civil War and Abolition; New Bedford case study
Presenters: UMass. Dartmouth, Kathryn Grover, Historian and New Bedford
Historical Society; Teacher/Practitioner from Fall River, New Bedford area

Classroom follow-up:
Questions about slavery and local research at each campus; curriculum applications;
community resources examined

Processes and learning methods:
lecture with multimedia visuals, discussion, evaluate community research and curriculum
resources

Readings:
Brown and Tager, Civil War and Abolition, pp, 183-199
Cobblestone sources on Abolition (see MSP website)
Underground Railroad: National Park Service materials on NPS website
New Bedford historical writings, primary sources

Assignment:
Continue work on project; participation in threaded discussion in response to topic

11) April 9, DL Presentation Room
Topic: State and Regional Systems: water, energy, transportation and communication systems,
economy changes, urbanization and suburbs; Quabbin case study.
Presenters: Prof. Jack Looney, UMass. Boston; Dr. Jack Warner, State Archivist
Teacher/Practitioner from Boston Public Schools

Classroom follow-up:
Discuss differences in ways economic changes have affected communities; Use water as
example of ways to tie local research into curriculum; community resources examined

Processes and learning methods;
Lecture and multimedia visuals: computer research, discussion

Readings :
Brown and Tager, Selections from Urbanization (pp. 200-240) and Twentieth Century
Metropolitan Commonwealth (pp. 241-274)
Atlas, Selections from Communications, Transportation, Energy; Quabbin (pp. 124-139),
GIS, Planning documents (samples on MSP website),
Quabbin reports on MDC & MWRA website

Assignment:
Work on completing unit lessons; continue threaded discussion and notes to faculty

12) April 16, Classroom at each Campus (no DL)
Topic: Project Completion: Summary of Objectives and Evaluation of Course.

Processes and learning methods;
Sharing of projects; discussion about next steps, follow-through in teacher classrooms

Assignment:
Curriculum unit in digitized form for assessment due April 16. Deadline for graduate credit and online sharing of projects with other teachers one week (April 23).