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Curriculum Model for Community Profiles in Massachusetts: PowerPoint Presentation
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Curriculum Model for Community Profiles in Massachusetts:

Curriculum Model for Community Profiles in Massachusetts:

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Curriculum Model for Community Profiles in Massachusetts:

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  1. Curriculum Model for Community Profiles in Massachusetts: A Student Website Project

  2. Components of the Curriculum Model • Basic questions to answer in Profile • Research into events—historical to present • Database of resources tied to state frameworks • Local extensions to the curriculum • Sample lessons and projects • Website repository

  3. Location? Origin and early settlement? Who settled and who lives there now? Landscape features and use? Economic Development Basic Questions to Answer: First Mass. Colony Seal

  4. Transportation patterns? Major events? Outstanding citizens Children’s schooling? Relation to larger world? Other? Basic Questions to Answer:

  5. Students select research questions Determine sources Contact Community Organizations Conduct Oral interviews Web research, Other? Research Into Events

  6. Create Database of Resources • Identify primary source images & source • Database forms with background information • Scan primary sources into database • Tie into Frameworks

  7. Primary Sources: Documents(Nantucket Town Meeting 1842)

  8. Primary Sources: Maps1832 Map of Lowell

  9. Primary Sources: Census Records • State and federal census from 1790 on • Information on households, work, country of origin. • Special censuses (“Colored persons” in Nantucket, left.)

  10. Primary Sources: Photographs • James Draper, Wayland, 1880’s, • haying in Sudbury River meadows

  11. Wayland Community Profile • Sample Questions • Student Research • Tie into Standards

  12. Locate Community Sign on Route 20, five mi. W of 128, 17 mi. W of Boston, 26 mi. E of Worcester.

  13. Settlement of Community • First settled 1637 • Land Grant 1638 • Sudbury 1639 • East Sudbury 1780 • Wayland 1835 • Sources Research? :

  14. Settlement Location • East side of Sudbury • Orig. 5 mi. square; • Surveying, no early maps • Colony grant records • Town records • Research Questions

  15. Early Population • Native inhabitants? • Number and origin of early families? • Proprietors Records • Vital Records - Birth, Marriage, Death, census (Gleason family r.) • Cemetery Records

  16. Landscape Features & Use • River dominant feature • “For want of more meadow”for hay • The importance of cattle to early people • Water-rich resources

  17. Economic Development- Trade and Industry • Trades related to farming— tanning • 12 footers early industry • Cochituate Shoe Factory • Area growth

  18. Cochituate: Bent Factory

  19. Immigration: Changing Population French Canadian, Albanian shoe workers arrive

  20. Transportation Patterns • Early roads and bridges; river during floods • Old Post Road; changes in transportation

  21. Railroad comes to Wayland

  22. First Train to Arrive

  23. Trolley Comes to Cochituate

  24. Landmarks: North Cemetery First three Meetinghouses and cemetery on hill (Indian site) overlooking river

  25. Landmarks - First Parish • 5th Town Church in present Town Center • Town Clock, Paul Revere bell • Separation church, state • Church records • Architecture

  26. Historic District Landmarks 1845 George Smith house and shop, 19th c. Wayland Village District

  27. Important Event in Wayland HistoryKing Philip’s War 1675-76

  28. Landmark: KP War Marker • Ambush site at river • Garrison house nearby (cellar hole remains) • Cost of War (tax relief) • Research sources

  29. Important Person in Community History - Local • James Draper, builder, historian, surveyor, town benefactor. • Evidence of presence? • Home standing, Draper Road. • Historical writings.

  30. Important Person in Community History - National • Lydia Maria Child, abolitionist, author, humanitarian. • Her life in the community; house still standing. • Research on her original records?

  31. Colony efforts to get towns to comply Locations of early schools School masters/salary Early “curriculum” compared to today Early Schooling

  32. Relation to Larger World • Political organization: town meeting — how has it changed? • Relation to state, General Court • Regional - county, watershed (SuAsCo) • Nearest big city, major roads, MBTA

  33. Relation to Metropolitan Water • Lake Cochituate, partly in Wayland, was early Boston water supply. Gate house above • 3 aqueducts for MWRA water go through town

  34. Putting it all Together • Tie basic questions together into profile • Make links to database (primary sources) • Suggest additional community research questions and projects - tied to curriculum • Published online through Massachusetts Studies Project and school/community website