Description of the Project

This project is designed to be integrated with Boston Harbor Cruise; A Shoreline Survey. The lessons focus on the seaport, Boston Harbor, an estuary, and a rich ocean habitat ..."the geographical feature that first attracted [early traders and settlers and ]... has enhanced the city's beauty, shaped the character of its people, and expanded its economic influence." (Boston Globe: July 1997)

During the eighteenth century Boston's crowded shoreline, forty wharves, many shipyards, and six rope walks, attested to a strong maritime economy and thriving seaport. It was the largest British town in North America. Seven lessons comprise the unit of which three are suggested site visits to local resources. The lessons are designed to take the children back to the time of the American Revolution when New England was dependent on the shipping trades yet had many enemies of the high seas. Then Massachusetts had a navy of only three ships and privateers (merchant ships) were called upon to supplement Revolutionary naval expeditions and support land forces. Commanders of private ships were authorized to capture British vessels and cargoes by attack. Using privateers was cheaper than building more ships. During the American Revolution British Cruisers lined our coast and threatened to cut off our commerce. Many men , lured by the promise of high sea adventure and 'easy' fortune, deserted the Continental Army.

Grade Levels SPED 4

Lessons

1. Site Visits to Boson Harbor and Rockport to compare and contrast the seaport of today to one with remnants of the structures associated with the early settlement period.
2. Views of Boston Now and Then to systematically analyze an etching of Boston Harbor 1774 to a photograph taken from the Boston Globe newspaper 1997.
3. Site Visit to view the U.S.S. Constitution and visit the Constitution Museum to gather gather information about a sailor's daily life.
*4. Recruiting advertisement for SEAMEN 1776 to help students understand that individuals from the past had hopes and were motivated by the prospect of wealth.
5. Broadside Funeral Ulegy on Captain Mugford, 1776 to learn that privateers had an impact on the American Revolution.
6. In Congress, Wednesday, April 3, 1776 is a primary source document which authorized Commanders of private ships to capture British vessels.
7. The Ship Bethel of Boston, a privateer...1748 is the earliest known portrait of an American ship introduces the student s to the concepts associated with smuggling.
8. The Sea Shanty "The Allee Allee O: a traditional song commonly associated with the sea.
9. Perils of the Sea allows the children to examine portraits of ancient vessels underway, dismasted, and captured by Native Americans.
10. Woodblocks used by Ezekiel Russel of Salem, 1775 - 1777 show the types of late eighteenth century vessels.

Why would anyone seek a mariner's life in the great seaport of Boston 177_?

History/Social Science Historical Understanding / Research the Evidence/Ethics/ Social Diversity/Point of View/ Principles and Practices of American Government/ Geography Places/Human Alteration of Environment/
Reading and Language Arts/Composition and Language/Reading/Literature and Interpretation: Language, Literature, Composition, and Media Strands
Interdisciplinary Links to science, art, music, and math.

to classify people, places, structures, events
to develop interpretation Boston was/ is a busy thriving seaport
to list trades associated with a maritime economy
to systematically analyze primary source document
to understand Boston is located on a deep harbor
to discover that privateers had an impact on the American Revolution
to research/gather information about a sailors life and relate to own
to observe natural surroundings
to read primary source documents and make inference

Recruiting Advertisement for Seamen 1776

Background Information During the American Revolution the oceans were crowded with many trading vessels called armed merchantmen or privateers who could be commissioned by our government to prey upon British shipping, particularly, ships carrying guns, ammunition, and any other provisions to aid the British war efforts. The Commander of the capturing privateer would be allowed to keep the ship and its cargo if judged lawful. The profits of privateering and the irregular trade practiced at the time were very attractive to many New Englanders so much so that Paul Revere's men attempted to dessert his land forces and sign aboard privateers.

Strands:

History/Evidence/Point of View/Civic and Government/Principles and Practices of American Government.

to understand how a person's actions might not turn out as expected
to discover life in the past had challenges
to understand people from the past had hopes
to relate to people of the past
to learn people were often motivated by profit

Distribute the Recruiting Advertisement for SEAMEN, 1776.
Ask: Have you ever seen a poster on an advertisement that has make an impact of you?
Have the children read the document and transcribe.
Break into groups to answer the following questions.

What type of historical record is this?
Who created it and for what purpose?
When was it written?
What does it say about American Life in this time?

Adaptations for SPED

Students can be grouped so that one person is the reader another, the secretary, or SPED students can be assisted by the use of a tape recorder .

compare and contrast the transcriptions with the primary source.

Make your own recruitment poster.

reading, language arts, art, literature, language expression.

Locates, understands, and interprets written information, in documents
Communicates thoughts, ideas, information, and messages in writing, and creates documents...
Receives, attends, interprets, responds to verbal messages.
Generates new ideas.
Organizes and processes things in the minds eye.
Discovers governing principles. Builds knowledge of own self worth and ethical behavior.