Unit Plan for
Colonial Connecticut and
Its People
Lisa M. Bonanno
November 2005
Eastern Connecticut State University
EDU 553
Colonial Connecticut and its People
These lessons may be used as part of an overall
unit on Colonial Connecticut, which is typically addressed in the 4th
Grade; however, they may be modified for various grade levels, as well. In addition, the lessons are not
presented in any specific chronological order, and may be combined with
cross-curricular areas.
An overview of this unit is presented in the PowerPoint presentation Colonial Connecticut Famous People.
NCCS
Themes: I. Culture
II. Time, Continuity & Change
III. People, Places
& Environments
V. Individuals, Groups &
Institutions
State
Standards: 1. Historical
Thinking
2. Local History
3. Historical Themes
4. Places and Regions
Grades: This
unit is aimed at 4th grade, but the lessons could be modified to
address K-3, as well.
Lesson I
Theme: The Puritans
Objectives:
Students will research the ideology of the Puritans and will learn
why they
came to Connecticut
Students will investigate the daily lives of the Puritans
Students
will prepare and conduct an interview with a ÒPuritanÓ
counterpart OR
Students
will prepare a letter or diary entry that will demonstrate
detailed
knowledge of daily life
Students
will be able to define and identify the term Òprimary
sourcesÓ
Materials/Resources:
á Overhead projector with maps of New England
á Copies of The Puritan Mind primary
sources handout
á VCR
á PBS video Colonial House (episode 1: ÒA New WorldÓ)
á Internet access/computers
á WEBSITES:
www.digitalhistory.uh.edu/historyonline/us4.cfm
www.fcps.k12.va.us/OakViewES/harris/97-98/america/colonization/colonies-ne/puritans.html
http://noahwebsterhouse.org/lifein1770.html
Process: Initiation:
The
issues/ideology of Puritanism can be a difficult subject to approach with elementary-age students. Some review/follow-up on details of the
Massachusetts Bay Colony/Plimouth may be needed before focusing on the founding
of Hartford/Connecticut. Prior to
beginning the unit on Colonial Connecticut, you may want to initiate a KWL
chart about what they already know/believe about the Puritans and establish any
questions they may want to investigate further.
On
the overhead projector, identify where the Puritans established colonies in
Massachusetts, and indicate to the students that they will explore how the
Puritans made their way to Connecticut.
Highlight the areas between Boston/Plimouth and Hartford.
Begin
a discussion about how we learn about historyÉHow is it that we discover how
people lived in the 1600Õs, etc?
This should lead to further inquiry/discussion about different
documents, and the definition of Òprimary
sourcesÓ. A list on the overhead
or board can be completed as a reminder of what documents may fall into this
category.
Advise
the students that we will begin exploring what it meant to be a Puritan in
Colonial Connecticut. Indicate that like professional historians, they will use
a variety of sources, including Òprimary
sourcesÓ to investigate.
As
a final piece of the lesson initiation, the class will watch the 1st
episode of Colonial
House, PBS production, that examines the life of
colonists in New England in 1628.
Development:
Based
on the inquiries of the KWL chart, you will set up group stations for
investigation/exploration on the specifics. You will have to work with the ideas compiled by the
students, in conjunction with your goals, in order to set up the stations. As
far as assigning stations, you can use a variety of methodsÉsign ups, popsicle
sticks, etc. Depending on Internet
availability, use of websites will be modified as needed. Below are some
examples:
Station 1: The Road to Hartford
The objective in this station is to obtain basic information about
Thomas Hooker and the Puritans and why they left Massachusetts. A computer
station should be set up with a link to:
www.fcps.k12.va.us/OakViewES/harris/97-98/america/colonization/colonies-ne/puritans.html
This site provides basic info about the
Puritans, as well as background about Thomas Hooker. An e-sheet with guiding
questions should be provided for this activity. Additional links to American
History sites such as http://noahwebsterhouse.org/lifein1770.html
could be
provided, as well, so that answers to the guiding questions may be
located. Math extensions could be
provided in terms of calculating mileage, length of trip vs. todayÕs travel,
etc.
Station
2:The Puritan Mind
At this
station, students will work together to interpret Òprimary sourcesÓ using:
www.digitalhistory.uh.edu/historyonline/us4.cfm
This
site is the web-version of the The Puritan Mind worksheet,
so that internet access is not required. A dictionary may be needed for this exercise. Also, depending on reading
comprehension levels, you may want to modify the choices of readings to
accommodate your group.
When the
stations have been completed, you should revisit the KWL chart to see if all
inquiries have been addressed and discussed. Revisit the term Òprimary
sourcesÓ and return to master list of
examples. Determine if any of those were used in the station visits.
Culmination:
As a final
activity for this lesson on Puritans, the students will be given a choice of one
the following:
1) Work
with a partner and present a ÒliveÓ interview with a Puritan girl or boy their
own age. They must develop the
questions and answers together, and present in front of the class.
2) On their own, produce their own Òprimary sourceÓ document in
the form of a diary or letter that reflects details of Puritan life.
Supplemental: Depending on overall reading level of class, or for those with
higher
reading levels, you could offer a Literature Circle presentation of
The Witch of Blackbird Pond by Elizabeth George Speare, which takes
place in Wethersfield, CT.
This book provides a look at the lifestyle
and
expectations of the Puritans. In
addition, the Wethersfield
Historical
Society provides a wealth of educational opportunities,
both
on-site and in the classroom that address the issues of colonial
life.
http://wethhist.org/ offers a teacherÕs
resource guide for this
book,
as well as an on-site educational experience devoted to the
topic.
Assessment: Students will complete e-sheets and document review worksheets for
the activity centers.
Rubrics will be used for the partnered interview, diary and letter
writing activities.
Lesson II
Theme: Native
Americans
Objectives: Students will research the various groups of Native Americans who
lived
in Connecticut during the Colonial period
Students
will be able to identify sources of food, as well as tools used
survive
harsh northeast winters
Students
will create an artifact for a Native American village in the
classroom
Materials/Resources:
Return of the Sun: Native
American Tales from the Northeast Woodlands
By
Joseph Bruchac
Internet
access/computers
Teacher
resource packet from www.eliwhitney.org/woodland/index.htm
WEBSITES:
www.chs.org/education/mustours.htm
This is the
site for the Connecticut Historical Society in Hartford,
which
offers many field trip opportunities, as well as in-class programs for all
ages. A specific topic for 4th
-6th graders is ÒContact & CConflictÓ, dedicated to the
interactions between Connecticut Colonists and the Pequot Indians.
www.pequotmuseum.org/Home/EducationalResources/TeacherServices.htm
Another
site that offers basic background information on Native peoples in Connecticut.
Connected to the museum that offers extensive educational tours. Offers teachers many
opportunities for professional development, both for credit and for pre-museum preparation.
Process: Initiation:
Choose
one story from 26 tales highlighted in Joseph BruchacÕs collection entitled, Return of the Sun: Native American Tales from the Northeast Woodlands and
read aloud. A suggestion may be The Coming of the Corn that may tie into
the concepts of food & tools,
although the tale is not derived directly from a Connecticut tribe.
Generate
discussion about native peoples, and again, you may want to revisit a KWL or a
graphic organizer to determine what misconceptions may be present in your class
with regards to Native Americans.
Development:
Ideally,
a field trip to either the Connecticut Historical Society or the Pequot Museum
would provide volumes of information with regards to the Native Americans in
Connecticut. As noted above, the
Pequot museum offers teachers a Òpre-visitÓ workshop, and provides you with
pre- and post- visit activities and resources.
If
a field trip is not possible, then the website for the museum,
www.pequotmuseum.org/Home/EducationalResources/TeacherServices.htm
provides a
complete overview of the Pequot experience from before the time of Columbus to
the present. The focus of this
lesson, however, is the tools and lifestyle of the Native AmericansÉwhere they
lived, what they ate, how they found food, what tools they used, clothes they
wore, etcÉ.
An
e-worksheet would be created to work in conjunction with the museum website,
should a ÒliveÓ field trip not be possible.
Following
completion of either the e-worksheet (or the field-trip related one!), students
will choose one aspect of Native Colonial life for which they would like to
create an artifact: building, tool, clothes, games, food
Teacher
resource www.eliwhitney.org/woodland/index.htm
provides suggestions for projects and general background information.
A final
presentation of projects in a Native American village (the classroom) can be as
simple or as elaborate as you & the students want to make it. Projects could be
displayed/discussed during regular class time, or parents could be invited to
share as well.
Assessment: Completion of either e-sheets for Internet research, or completion
of field trip packets (pre- & post-), as well as participation in
discussions.
Rubric
will be used to score for final presentation of artifact, which will include
creating and presenting the artifact, along with addressing the
background/details about the project.
Lesson
III
Theme: Traitors & Spies!
Objectives: Students will research a famous Connecticut ÒspyÓ and will identify
the impact the person had on State/U.S. History
Students
will examine methods of secret coding and will complete a coding/decoding
activity
Students will
break into three groups and will create and perform a role-play for the class,
based on the life/times of their famous spy
Materials/Resources:
http://www.eduplace.com/rdg/gen_act/mystery/invis.html
Site provides instructions on how to make Òinvisible inkÓ
http://ntgen.tripod.com/bw/part_deane.html
Site dedicated to the political/military career of Silas Deane
Site dedicated to the life and mystery surrounding Silas
Deane. This site is aimed at
teachers
and older students, but it has some excellent examples/samples of original
correspondence and Òprimary sourcesÓ.
http://ursamajor.hartnet.org/als/nathanhale/trail.htm
This page
is aimed at students in grades 3-6, and offers spycraft activities
http://www.odci.gov/cia/publications/warindep/intro.shtml
A
comprehensive site from the CIA that provides extensive background on how
Intelligence
impacted the Revolutionary War
http://www.odci.gov/cia/ciakids/history/nathan04.html
Page from
the CIA site above that informs students in elementary grades how Nathan
Hale was
involved in War for Independence.
http://earlyamerica.com/series.html
The main
site offers comprehensive background on general topics involved in Colonial
America. This link offers a series
of short films on various topics.
For this lesson, I
recommend The Treason of Benedict Arnold.
www.clements.umich.edu/spies/index-gallery.html
Site
focuses on Spy Letters of the American
Revolution. Students can view
original documents, including Benedict ArnoldÕs letters to John Andre.
http://pbskids.org/cyberchase/parentsteachers/lessons_guide.html
This is the
PBS site that connects to several activities. On this page, PDF packet entitled, ShhhÉItÕs a Secret! provides many math-related activities that
involve breaking codes.
http://pbskids.org/cyberchase/webisode_2/game0.html
PBS site
connects to web activities, including this on-line game that requires the
student to break a secret code
Computers
with Internet access
Microsoft
Word for word processing
Items to
make invisible ink:
Lemon juice or vinegar
Small
dishes or paper cups
Toothpicks
Thin
white paper
Scrap
paper
Pencils
A
lamp with a 100-watt light bulb
Props,
Costumes, CardboardÉÉitems for play presentations
Process: Initiation:
This has the makings of a great lesson for 4th graders,
who will really enjoy studying about spies and secrets.
The PBS
packet suggests something as simple as a quick game of ÒoperatorÓ to introduce
the idea of trying to communicate a secret. You can then introduce the three
spies of Colonial Connecticut, and determine if any of the students know something
about them. Benedict
Arnold, Silas Deane, and the State Hero, Nathan
Hale will be the focus of the lesson.
Development:
How the
following activities will be completed will depend on availability of computers
and time, and may be spread over several days. The students will be assigned to
groups, but divided across the three spies identified for the lesson. Each group will complete the following
activities:
1) ResearchÑWith several excellent
websites identified for completing research on each of the individuals, as well
as on the issues of intelligence impacting the Revolutionary War, each group
can complete internet research on an assigned ÒspyÓ. You can use this as a note taking and resource identification
exercise in light of a 4th grade research project, and you can
assign jobs to each student within a group, or they can decide together how the
work will be divided. Some guiding
questions, along with general factual information should be provided, such as
ÒIn what way did this individual contribute to the war effort?Ó ÒWhat methods did this spy use to
convey or obtain secret information?Ó Identify and examine at least one Òprimary sourceÓ and
describe what it is and what information it contained. Ò From your research,
what ÒcluesÓ might you use to describe the personality of your spy?
2) Secret MessageÑeach student will have
the opportunity to create Òinvisible inkÓ, write a secret message, then trade
with a partner for deciphering it.
This can be used as a Science extension, identifying/discussing/hypothesizing
the chemical properties of the invisible ink.
3) Decoding/DecipheringÑusing the PBS
packet, students will work on the math exercises that focus on various types of
codes used even todayÉ.Morse Code, Egyptian Hieroglyphics, American Sign
Language and other secret codes are addressed. Use of the website
www.clements.umich.edu/spies/index-gallery.html provides examples of letters written in code by Benedict Arnold to
John Andre, and provides
detailed descriptions of HOW Arnold coded his letters. Students can
write their own letter in code, using the ÒArnoldÓ method as an
additional
activity.
4) Dramatic PlayÑAfter completing the
above activities, each group will write and produce its own 5-10 minute
production on the individual spy.
Each group will produce a script on
Word, assign roles, create props/backgrounds, and then perform for the
class. Each group should work with
the objective of ÒteachingÓ someone who knows nothing about the individual.
Assessment: Since there
are several parts to this lesson, many factors will be included in the
assessment process.
á Group dynamics will be addressed through teacher observation,
rubric and student/group-based rubrics, to allow for input from other team
members.
á Completion of research packet/guiding questions
á Completion of secret message
á Completion of coding math activities
á Rubric for group dramatic play that will address script completion,
factual accuracy, creativity, and group dynamics. You may want to consider giving each ÒaudienceÓ member an
evaluation sheet to complete after each play. This would assist you in determining if the plays were
helpful as educational tools to those watching them.
Lesson IV
Theme: Inventors
Objectives: Students will research several inventors that made an impact on
life
in Colonial Connecticut and in the United States
Students
will participate in an Invention Convention by determining
a
possible problem, analyzing solutions and creating an invention to
address
those issues.
Materials/Resources:
www.eduplace.com/science/invention/overview.html
This site is a comprehensive resource for educators on how to
organize an Invention
Convention. The topic of
inventors can serve as a precursor to a science-based focus on inventions,
and can serve to model the process of problem-solving for the students. This
works
in a science fair format, but can be as simplified and/or as extensive as
desired.
site dedicated to Eli Whitney which provides comprehensive
information about the
man,
his inventions, and how he changed industrial history. The site is a link to the
museum
which offers many educational opportunities, including constructing
a variety
of projects.
This is a
link on the main page of the Franklin Institute that addresses how to teach
time. It reviews various clocks and how they work, as well. The main site offers many resources to
educators.
Both of
these pages focus on the Eli Terry and the development of the wooden mantel
clock, as
well as mass production. Links on
these pages provide audio clips of the
specific
episodes.
www.ctheritage.org/encyclopedia/topicalsurveys/inventors.htm
This site
provides a comprehensive overview of manufacturing, inventing, and industry
in Colonial
Connecticut
computers
with online access
overhead
projector
Process: Initiation:
This
lesson provides many connections to both science and social
studies. Begin by showing overhead photos of
items like clocks,
marines,
pistols (colt), tires, etc. Ask
the class to determine what they all
have in common. Write down what
the students come up with
for
guesses and if possible, ask them to tell you what clues lead to
their
guesses. If nobody comes up with
the right answer, inform them that these are all items that were invented and
manufactured in Connecticut.
Development: Class discussion may
continue around how and why
inventors
ÒinventÓÉ.ie. creative problem
solvers, a need for something to perform a function, etc. Make a list on the
overhead or on easel paper about the students thoughts on why Connecticut
seemed to have been so successful at the invention process. Depending on that list, additional
information on rivers, mills, production, population, education, etc could be
expanded.
Introduce
two well- known Colonial inventors, Eli Whitney and Eli Terry. Briefly discuss and show photos on-line
of what each invented. Go back to
the lists of how/why these inventions (cotton gin/mantel clock) were needed,
how/what aspect of Colonial life did these
Inventions
change? how did these inventors impact our lives today?
Discuss
examples of how these two inventors impact contemporary industry.
You will
then introduce the concept of the Invention Convention.
www.eduplace.com/science/invention/overview.html
provides
a good
overview on how to get started, and how to facilitate this
for the
students at varying grade levels.
Although
the focus/introduction of this lesson revolves around
Connecticut
inventors in Colonial times, students should be given time to investigate the
origins of an invention that interests them, or an inventor that might inspire
them. Sharing enthusiastic
information with the class can involve either general classroom discussion, or
a more formal presentation, such as a report, poster, etc.
Parameters
for inventions, time frames, etc should be addressed with both students and
their parents.
Assessment: Teacher observation regarding class participation in discussion
Rubrics
for inventions to include addressing problem solving solution and creativity,
attention to time frame allotment and technical parameters (i.e. not from a
kit, etc)
Some
input from ÒjudgesÓ (generally groups of teachers, administrators, and even
community volunteers), may be used in the convention setting.
Lesson V
Theme: Influential
Women
Objectives: Students will compare and contrast Paul RevereÕs ride to the
less-famous
ride of Sybil Ludington
Students
will write their own poetic version of Sybil LudingtonÕs
ride
Students
will compare & contrast a journalistic and a poetic
account
Students
will compare Colonial and contemporary newspapers
Materials/Resources:
This site
to the Connecticut State Library provides a comprehensive overview of
the History
of Newspaper publishing in Connecticut.
Site of the
journalism hall of fame, which highlights the first woman newspaper
Publisher/editor,
Hannah Bunce Watson, of the Connecticut Courant
http://www2.lhric.org/pocantico/womenenc/ludington.htm
This site
is aimed at elementary students and details the accomplishment of Sybil
Ludington.
Home site
for the Paul Revere House.
Provides comprehensive overview of Paul
RevereÕs
place in the history of the Revolutionary War. Links to RevereÕs own accounts are included.
www.udel.edu/sine/students/revere/
This site
is directed at students who are asked to analyze The Midnight Ride of Paul Revere Poem. A worksheet
to guide the students is included.
Copies of
the poem The
Midnight Ride of Paul Revere
Reproductions
of colonial newspapers
Current
copies of The Hartford Courant
Computers
with Internet access.
Process: Initiation:
This lesson is designed to combine both social studies and language
arts
curriculum.
Divide
the class into several small groups at tables. At each table have a
current
newspaper, along with a reproduction of a colonial one. Some of
these
may be viewed online, but the details of an actual reproduction are
better.
(A trip to the Connecticut State Library archives would be
valuable,
too, so that students might see actual archived documents.)
Instruct
the class to look at each paper carefully, and examine what is
different
and what is the same in each. i.e.
what stories are covered? What
does
the print look like? Language
used? When groups are finished,
reconvene
as a class to address each groupÕs findings. You may want to
use
a Venn diagram as a visual graphic organizer to determine the
similarities
and differences. The end result
should lead to a discussion
of
what the goal of journalism is and how it impacts the common citizen.
Development:
You will indicate to the class that they have determined what the
goals of journalism might be, and that newspaper publishing has been a part of
life in Connecticut since the Colonial times. Point out the notation on the top of the Hartford Courant (if they have not
noticed it thus far!) that states ÒAmericaÕs
Oldest Continuously Published NewspaperÓ. Have the groups re-convene to
complete a scavenger hunt for information on the history of newpaper
publishing. Use several internet
resources listed, as well as the newspaper reproductions, etc for the students
to find answers. You can break the
hunt into information dedicated to each group, or have each group search for
the same information. Issues such
as What was the first newspaper published in America? Who was the first family in CT to publish? How long did it
take to print up? How many were
distributed at one time, etc? The
issue of who was the first woman
to publish a paper should be addressed.
Hannah Watson inherited
what is now The Hartford Courant from
her husband, and continued to run
it successfully. When the hunt has
been completed, review the findings (depending on how info/research was divided). Have the students return to seats where
they will write a paragraph on each of the following issues: 1) What I found
most interesting/surprising about newspaper publishing in Colonial times, and
why. 2) If Hannah Watson had not
been persistent in her pursuit of publishing the paper, even though she was a
woman, what might have happened to The
Connecticut Courant? How might
that have impacted us today?
The
next part of the lesson will focus on poetry, as well as the differences
between
a poetic rendering and a journalistic rendering of a factual event.
In
this case, you will have the students read the Longfellow poem, and
research
the facts about Paul RevereÕs ride.
The worksheet on the web
http://www2.lhric.org/pocantico/womenenc/ludington.htm
provides
a comprehensive overview on examining the poem vs. the facts.
You
will ask the class next if they have ever heard of Sybil Ludington.
Many,
if not most, will not know of her, but you can indicate to them
that
she is often referred to as ÒThe Female Paul RevereÓ. Ask them
to
think about what that reference might mean, and what clues and/or
knowledge
they already know that might help them.
Have the groups
conduct
its own research on Sybil Ludington and report their findings.
Use
a class graphic organizer (Venn, double-entry chart, etc) to compare
Sybil
LudingtonÕs experience to Paul RevereÕs.
As
a homework or a longer-term assignment, have the students write a
poem
about Sybil LudingtonÕs contribution to the Revolutionary War
and
display them in class.
Assessment:
á
Teacher observation on group work and
class participation in discussions
á
Completion of paragraphs/expository
writingÉ a rubric may be used if consistent with language arts assessment for
paragraph writing
á
Completion of poem evaluation
worksheet
á
Completion of Sybil Ludington
poem. Rubric will be used to
address creativity, facts included, time management, presentation.