Forge of Innovation: The Springfield Armory and the Genesis of American Industry National Endowment for the Humanities Landmarks of American History and Culture Workshop 2015
Title: “Unexpected Connections: Using Local Primary Sources to Analyze the Five Factors of Community Development in World History” Grade Level : Gr. 8 Subject Area Focus: Social Studies/History Estimated Number of Classroom Days to Complete: 34 days (Also, to connect to historical events, one day to expand each lesson on the development of communities throughout the study of Medieval Europe.)
Submitted by: Joanne N. Drumm, White Brook Middle School, Easthampton, Massachusetts. 1
Curricular Project Summary: Students will gain introduction to and practice using primary source documents relevant to both local history and medieval world history. They will analyze documents, searching for information about specific factors that occur during the development of communities. Students will present primary source documents, describing the content and why each source represents an icon of development. Students, working in groups, will use documents to complete the Library of Congress Primary Source Analysis Tool that demonstrates understanding of how similar factors affect community development: Settlement, Agriculture, Towns, Population Growth, Industrialization. Each group of students will become the “experts” for the assigned factor, creating an informational chart that includes visuals and text. They will then use the chart to present their findings to the rest of the groups. These charts will be posted and used throughout the study of World History I to make specific comparisons between their study of local development and the development of the rest of the world during the Middle Ages. A compare and contrast activity will be added to each of the factors of development.
Desired Results/Objectives 1. Essential Questions/Historical Question(s): ● How do historians study history? ● How are events in various parts of the world related to one another?
2. Objectives: By the end of this project and additional application activities, what will students know, understand, and be able to do? Students will know… ● There are common stages and factors that occur as a settlement transforms into a city.
Students will understand… ● The development of our local area parallels that of European towns and cities in the Middle Ages. ● European history contributed to local, New England history.
Students will be able to… ● Analyze primary source documents. ● Use these documents to explain a thesis. Summer 2015: Forge of Innovation
2
● Make comparisons between the development of New England cities and towns and Medieval England.
3. Curriculum Standards: Common Core State ELA Standards (CCSS): ● CCSS.WHST5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. ● CCSS.WHST8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ● CCSS. WHST9. Draw evidence from informational texts to support analysis, reflection, and research. ● CCSS. ELA 4. (SL) Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Content Standards: Industrial America and Its Emerging Role in International Affairs, 18701920 ● Explain the important consequences of the Industrial Revolution. (History, Economics) ○ The growth of big business ○ Environmental impact ○ The expansion of cities
4. Transfer Goals: Students will be able to analyze primary source documents, judging their value and reliability. ● Students will be able to use primary documents to illustrate key ideas and concepts. ● Students will understand basic concepts of both economics and sociology ●
Summer 2015: Forge of Innovation
3
Assessment/Evidence Performance Tasks & Other Evidence of Performance: ● Students will examine and analyze primary source documents using the Library of Congress Primary Source Analysis Tool. ● Students will use the documents to exemplify a particular factor of development in the cities and towns of New England. Preassessment: ● Review five factors of community development: Settlement, Agriculture, Towns, Population Growth, Industrialization. ● Thinking Map (Bubble Map) describing the characteristics of each factor. ○ Thinking Maps used to create mixed ability and learning style groups and to plan support that will be needed for each group. Formative Assessments: ● Check graphic organizer: Library of Congress’ Primary Source Analysis Tool ● Each group’s Daily Contribution Tally Sheet to determine tasks completed and individual contributions ● Teacher observation to provide appropriate feedback that students use to inform and support, including journal writing and exit tickets Summative Assessment: ● Each student will demonstrate understanding of his/her assigned topic by 1. Creating an original caption or blurb for the primary source document s/he was given, and by 2. Presenting the information to the large group.
Learning Plan
Part 1: Using the Primary Source Analysis tool. Essential Question: ● How do historians study history? Lesson Summary: Begin the session with the Preassessment, reviewing vocabulary embedded in the lessons: Settlement, Agriculture, Towns, Population Growth, Industrialization. Students are given time to create Thinking Maps for each. Upon completion, students share information.
Summer 2015: Forge of Innovation
4
During the rest of the class, students will begin the process for the following series of lessons: 1. Using the Library of Congress Primary Source Analysis Tool 2. Analyzing Primary Sources 3. Writing with Primary Source Documents 4. Presenting using Primary Source Documents For this first lesson in the series, the teacher will provide a demonstration lesson on the use of the Library of Congress Primary Source Analysis Tool by allowing students to practice using the tool in the examination of the Human/Environment Interaction Example provided. Materials/ Resources Tools: Graphic organizer: 1. Library of Congress Primary Source Analysis Tool a. http://www.loc.gov/teachers/primarysourceanalysistool/ 2. Thinking Maps ( www.thinkingmaps.org ) Projected photograph: Human/Environment Interaction Example
Learning Activities: What does the teacher do?
What does the student do?
Lesson Opening Teacher will administer the PreAssessment (see above).
Students will complete a Thinking Map Bubble Map for each of the vocabulary words: Settlement, Agriculture, Towns, Population Growth, Industrialization.
After teacher collects Thinking Maps, Students will share their ideas for each teacher will facilitate a carousel of the of the vocabulary words by writing on vocabulary, in which students will record titled chart paper, adding to each chart. ideas to represent. Teacher will facilitate a discussion of all, Students will participate in the correcting any misconceptions. discussion, checking their understanding and taking notes. During the Lesson Post Essential Question: How do historians study history? Teacher will Summer 2015: Forge of Innovation
In their journals, students will brainstorm answers to the Essential Question: How 5
facilitate a discussion using thinkpairshare.
do historians study history? Students will participate in discussion of ideas.
Teacher will provide each student with a copy of the Library of Congress Primary Source Analysis Tool and project an image for all to view. Teacher will review the expectations of the tool and clarify if needed.
Students will use the tool to examine the projected document, completing all three columns independently.
Teacher will circulate around the room, checking for student questions and/or misconceptions.
When all have completed the tool, students will pair/share their ideas, first with a partner, then with their table group. Each group will choose one idea to share with the class. (Groups must have at least three to share to ensure variety.)
Teacher will facilitate discussion. Teacher will chart groups’ ideas.
Each group will share one idea from each of the three columns.
Teacher will post these questions and lead a discussion about the value of the tool in examining primary source documents: How is this tool helpful? What problems did I have when using this tool?
Students will answer questions in journal then participate in discussion, sharing insights and questions.
Lesson Closing Teacher will post the following: Exit Ticket: What did I learn about analyzing a document using the Library of Congress Primary Source Analysis Tool? What questions do I have?
Exit ticket: Students will write a short response to: What did I learn about analyzing a document using the Library of Congress Primary Source Analysis Tool? What questions do I have?
Part 2: Analyzing Primary Sources Essential Question: How do historians study history? (Post) Lesson Summary: Students will be placed in groups and then assigned one of the factors: Settlement, Agriculture, Towns, Population Growth, Industrialization. Each group will be given a Summer 2015: Forge of Innovation
6
packet of visuals and Library of Congress Primary Source Analysis Tool, one per each document. Using the procedure used in Part 1, students will analyze the primary source document. They will then research questions that the source inspires. Materials: Five Packets as listed in the Materials section Library of Congress Primary Source Analysis Tools Access to online research
Learning Activities: What does the teacher do?
What does the student do?
Lesson Opening Before the Lesson: Teacher will create five groups to represent the key factors that influence the development of communities: Settlement, Agriculture, Towns, Population Growth, Industrialization. Groups will be chosen based on review of work done so far, especially students’ Preassessment work. Consideration should be given to creating groups that include mixed learning styles and strengths. Teacher and students will review characteristics of effective teamwork. Norms should be posted during the activities.
Student will organize the group, assigning roles to each member for the day. Students will actively participate in review for effective teamwork, asking questions if clarification is needed.
During the Lesson Teacher will give each group a packet for their assigned factor and a Library of Congress Primary Source Analysis Tool for each primary source document. Packets will include both local history and world history primary sources.
Students will examine the document(s). Each student will complete the Library of Congress Primary Source Analysis Tool for each. The group will then come together to share observations and reflections.
Teacher will circulate around the room to check for student questions and misconceptions.
Students in groups will share questions that they have about the document, especially how the document relates to
Summer 2015: Forge of Innovation
7
the factors contributing to community growth. They will choose one to three questions to research.
Teacher will check question(s) before students begin researching.
After question(s) have been reviewed by teacher, students will investigate these question(s) through online research and and other resources provided by the teacher.
Teacher will circulate around the room to check for student questions and misconceptions and provide clarification and direction where needed.
Students will outline what they have verified about their topic.
Lesson Closing Teacher will collect work and check for Students will continue to research topic. accuracy and completeness. Homework will be to continue research, if necessary.
Part 3: Writing with Primary Source Documents Materials: Exemplars of high quality captions for primary source documents. Lesson Summary: Students will use the writing process to create a short piece to correspond to the source and inform the reader about the relationship between the document and the period of community development it represents.
Learning Activities: What does the teacher do?
What does the student do?
Lesson Opening Teacher will present examples of captions. Each group will get a different high quality example. Summer 2015: Forge of Innovation
8
In groups, students will examine exemplars and create a list of what makes the caption effective.
Teacher will title a list on chart paper: What are the characteristics of a high quality caption? Teacher will facilitate discussion.
In turn, each group will share one quality which will be posted to list.
During the Lesson Teacher will copy (one for each group member) then return corrected and annotated work from Part 3.
Students will examine work and teacher notes.
Teacher will conference with each group.
Students will add to notes as indicated on teacher edit.
Teacher will continue to conference with groups and individuals. Students can be grouped according to writing ability cohorts to allow easy access to peer review.
Using the writing process, each student will write a high quality caption to express the significance of the primary source document to the factor their group is studying.
Lesson Closing Homework: In preparation for presentation of influences on development of a community, students will prepare note cards.
Students will prepare note cards for presentation. They will practice presentation skills, using presentation rubric as a guide.
Part 4: Presenting using Primary Source Documents Lesson Summary: Students will present the information to the rest of the class. Groups will create an informational poster. Learning Activities:
What does the teacher do?
What does the student do?
Lesson Opening Teacher will circulate between groups to Each group will rehearse presentation. facilitate group preparation for presentations.
Summer 2015: Forge of Innovation
9
During the Lesson Teacher will use rubric to evaluate presentations.
Beginning with Settlement, groups will present each primary source document, explain the image, then explain how the document exemplifies the factors that influence community development.
Lesson Closing Teacher will facilitate student creation of In groups, students will organize and informational chart. create an informational chart to post and use as a reference during the study of World History I, using primary source documents and captions. Other sources can be included to make the informational chart complete. Introduce the Essential Question: How are events in various parts of the world related to one another? Teacher will share with students that they will be comparing the factors that influence the development of medieval communities to the development of their community as they study medieval Europe.
In their journals, students will make predictions about how other communities developed.
Materials and Sources Used What primary sources are used? NOTE: It is suggested that the teacher prepare packets of primary source documents (photographs and charts) depicting various factors that influence community development from settlements through industrialization in the students’ locality. (Settlement, Agriculture, Towns, Population Growth, Industrialization) The following list includes one example for each group to be used as an appropriate primary source document. It is preferred that each member of each group work with his/her own document, so multiple documents need to be provided. (Students can search for documents. Suggested site: The Library of Congress ( www.loc.gov ).) Human/Environment Interaction Example: “Boston Commons, Massachusetts” Library of Congress Prints and Photographs Division Washington D.C. 20540 USA http://www.loc.gov/item/96509969/#aboutthisitem Summer 2015: Forge of Innovation
10
Annotation: Birds eye photograph of construction on the Boston Common. Depicts the interaction of humans and their environment by drawing attention to machinery in the foreground and trees in the background. Packet #1 (Settlement) "Plymouth in 1622." Plymouth in 1622 . N.p., n.d. Web. 29 July 2015. https://www.loc.gov/item/96516617/ Annotation: This image depicts a pastoral scene, focusing on the early period of settlement, Plymouth. Included are early structures, a water source and arable land. Packet #2 (Agriculture) "Winter in the Country: A Cold Morning." Winter in the Country: A Cold Morning . N.p., n.d. Web. 29 July 2015. https://www.loc.gov/item/2002698836/ Annotation: This image is also pastoral, however, it shows a working farm in the winter. Packet #3 (Towns) "Bird's Eye View of Holyoke, Mass. : 1877 /." The Library of Congress . N.p., n.d. Web. 29 July 2015. https://www.loc.gov/item/84695720/ Annotation: This early map of Holyoke, Massachusetts, clearly shows the plan for the town. It demonstrates the characteristics of a town in contrast to the more random nature of a new settlement and a predominantly agricultural community. Packet #4 (Population Growth/Movement) "Rail Road & Township Map of Massachusetts, Published at the Boston Map Store, 1879." The Library of Congress . N.p., n.d. Web. 29 July 2015. https://www.loc.gov/item/98688495/ Annotation: A map of Western Massachusetts, showing the intersecting railroad and postal routes, allowing students to make inferences about population centers. Packet #5 (Industrialization) History of the Connecticut Valley in Massachusetts, with Illustrations and Biographical Sketches of Some of Its Prominent Men and Pioneers . Philadelphia: L.H. Everts, 1879. Print. https://archive.org/details/historyofconnect02lhev Annotation: Page 594 has a picture of Wauregan Paper Mill in Holyoke, Massachusetts depicting the mill from the street. There are also pictures of workers in the mills. Summer 2015: Forge of Innovation
11
What secondary sources are used? Packet #5 (Industrialization) History of the Connecticut Valley in Massachusetts, with Illustrations and Biographical Sketches of Some of Its Prominent Men and Pioneers . Philadelphia: L.H. Everts, 1879. Print. https://archive.org/details/historyofconnect02lhev Annotation: Excerpts of books as well as full text can be found for local history. An example of this: “WAUREUAN PAPER .MILLS, HOLYOKE. The first floor is occupied by the finishingrooms and offices. Here are three web calenders, three stockcutters, onetrimmer, and salting tables. On the second floor are salting tables, storerooms and oifices for rental. The machineroom has an 84inch Fourdrinier, warranted to run smooth and true at the rate of 200 feet per minute. Here also are ten 3feet dryers and one stock calendar. The engineroom contains wire drawers, shafting, etc. There are ragengines of 1000 tons capacity each, and two Jourdans. On the next floor are the ragrooms, where are dusters, two ragcutters, salting tables, etc. The attic is devoted to storage and rag whipping...”
What other curricular materials support this project? Excerpts of historical novels can be added to give students deeper understanding. One example for Settlement or Agriculture is: ● Speare, Elizabeth George. The Witch of Blackbird Pond . Boston: Houghton Mifflin, 1958. Print. For information about Thinking Maps: ● Thinking Maps: StrategyBased Learning for English Language Learners (and Others!) by Stefanie Holzman . N.p., n.d. Web. Annotation: This article explains Thinking Maps and the philosophy behind their use. Further information can be found at www.thinkingmaps.org .
Reflection The lesson is designed to be adapted to the students’ local area. It is recommended that the teacher provide (or require students to find) enough primary sources from their local area to allow each student in the group to present and post a document. The informational chart will be referred to throughout the later study of World History I. To further facilitate student understanding regarding the process of settlement through industrialization, the base concepts of the lesson will be used as background and data to compare and contrast students’ local development to medieval Europe. Summer 2015: Forge of Innovation
12
