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Lesson 12: Populating Deerfield: Researching
the Colonial Families
2 class periods (85 minutes each)
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| Key Content Ideas Taught in this Lesson |
There were several prominent colonial families
who have left evidence of their lives. This evidence is available
in the archives, collections and buildings of Deerfield. Key to
the understanding of the evidence is the analysis of the information
that is found. That is the work of the historian.
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| Intended Learning Outcomes |
Understandings
Students will understand:
- the political, social, religious, and economic world and national
context in which the events of Deerfield occurred.
- that there were increasingly in this period competing political
agendas, and competition for land, power, and wealth in Deerfield.
- that land ownership conferred power because it was a determinant
of wealth, and a prerequisite for political participation.
- that it has always been natural to live with unsolved problems.
- that the past has a significant influence on present day lives
and society.
- that it is valuable to study the lives, actions, ideas, political
experiences, and judgments of people in the past.
- that it is important NOT to judge people in the past by today's
notions and beliefs.
- how historians approach their work, using both artifacts and
documents.
- that both primary source materials and interpretive materials
of all types are rich sources of historical evidence.
Skills
Students will be able to:
- transcribe a primary document.
- use a variety of primary source materials, to analyze these
sources, and to make logical inferences and supported conclusions.
- make reference to previously presented material.
- utilize technology to research information and present projects.
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| In Preparation for Teaching |
Students will have class time to visit three
learning stations. These stations will be designed to provide rich
information for:
1. their Colonial family
2. Colonial occupations
3. final development of the character to fit into the "Story of Deerfield" presentation.
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Primary and Secondary Sources:
1. Various primary sources from the Memorial
Hall Web site.
Other:
1. The class created rubric from Lesson 9 for
the development of the final product.
2. Computer Learning Stations and Print Learning
Stations where students can access materials on the web as well
as print materials in two areas:
• their families in Deerfield
• occupations or roles played in the colonial
community
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| Activities |
Materials in Context |
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Activity 1
1. Divide the class into groups.
2. Instruct the students to continue
their search for background information to develop a character
and dialogue for the class presentation.
Learning Station 1: Family Connections
At this learning station instruct students to:
- do web research on their families
- transcribe a primary document that could be related
to their person. Attach that document to the dialogue
for the character.
- use the rubric as a guide to the final product
Learning Station 2: Occupations/Roles
At this learning station, students will
be instructed to:
- use web sites for independent research on colonial occupations
and roles played in the community
- use available print resources for their work
- use the rubric as a guide to the final product
Learning Station 3: Creation of the
Presentation
The narrator will work to place the "developed character"
into the "Story of Deerfield" presentation.
Assignment: Continue to develop
the characteristics and dialogue of your colonial person.
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