Curriculum Model for Community Profiles in Massachusetts A

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

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

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

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

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

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

Primary Sources: Documents (Nantucket Town Meeting 1842)

Primary Sources: Maps 1832 Map of Lowell

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. )

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

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

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

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

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

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

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

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

Cochituate: Bent Factory

Immigration: Changing Population French Canadian, Albanian shoe workers arrive

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

Railroad comes to Wayland

First Train to Arrive

Trolley Comes to Cochituate

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

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

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

Important Event in Wayland History King Philip’s War 1675 -76

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

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

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?

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

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

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

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