curriculum overview - vital communities...new knowledge the abenaki once lived on this land we now...

Curriculum Overview

Curriculum Context This short-focused research project fits into the Social Studies curriculum as part of state and local history or as an opening to a study of Native Americans or Early Settlement.

Vermont Standards | Vermont Standards | Understanding Place 4.6 Students demonstrate understanding of the relationship between their local environment and community heritage and how each shapes their lives. Historical Connections 6.4 Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations worldwide to understand the past, the present, and the relationship between the two. VERMONT--The Pre-Contact to 1608 Era-discover how Abenaki oral tradition reflects and influences their society and the Colonization Era (1609-1774)-interpret the impact of resettlement on Abenaki, European colonizers, and the environment. Geographical Knowledge 6.7.a Identify location and patterns of local areas. Being a Historian: 6.6c Collect and use primary sources in building original historical interpretations. Movement and Settlement 6.8.d Recognize push/pull factors related to migration and settlement. New Hampshire Standards | New Hampshire Standards | SS:GE: 6:2.1 Illustrate the ways in which regions change. SS:GE:6:4.2: Describe the types and historical patterns of human migration. SS:GE:6:5.3: Appreciate how characteristics of different physical environments provide opportunities human activities or place constraints on human activities. Common Core State Standards | Common Core Standards |

Reading Standards CCSS.ELA-LITERACY.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CCSS.ELA-LITERACY.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,

Writing Standards CCSS.ELA-LITERACY.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Listening Standards CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

http://education.vermont.gov/documents/framework.pdf

http://www.education.nh.gov/instruction/curriculum/social_studies/documents/frameworks.pdf

http://www.corestandards.org/

http://www.corestandards.org/ELA-Literacy/RI/5/3/


http://www.corestandards.org/ELA-Literacy/W/5/2/

http://www.corestandards.org/ELA-Literacy/W/5/7/

http://www.corestandards.org/ELA-Literacy/SL/5/1/

concepts, or information in two or more texts. CCSS.ELA-LITERACY.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Enduring Understanding

People move from region to region, sometimes displacing other people.

New Knowledge

The Abenaki once lived on this land we now call Vermont and New Hampshire. We can see evidence on this

land from place names. Settlers came from Connecticut and Massachusetts to live in this region. Every settler worked to establish new towns with farms, mills, churches, schools, and political structures.

Texts/Resources

Background Knowledge/Historical Context For Teachers: Rebecca Brown, ed., Where the Great River Rises, 131-134 For Students: Marge Bruchac, Malian’s Song; Alice Dalgliesh, The Courage of Sarah Noble; Natalie Kinsey-Warnock, The Bear that Heard Crying

Primary Sources Maps, Gravestones, Early Town History Other sources to consider: Town Charter, 1790 Census, Town Meeting Records

Vocabulary

What academic vocabulary is essential for this lesson?

primary source, secondary source, research

What vocabulary is needed for a close-read of the texts? Abenaki, colony, colonization, colonist, settler, migrate

Assessment Evidence

Formative Assessments Explanatory Writing: Make a claim about where settlers from your town came from. (Session 3) List of evidence gathered from research with quotes (Session 5)

Summative Assessment Descriptive Writing: Write a paragraph describing a settler’s life using evidence from historical research

Instructional Process

Gaining Background Knowledge Session 1: The Abenaki Homeland Who lived here first, prior to colonization? Session 2: From Old England to New England When and why did colonists leave England? Where did they settle? Session 3: Settling Vermont and New Hampshire When and how was this region settled?

Formative Assessment: Make a Claim—After gathering evidence from the maps, write a paragraph in which


https://www.censusrecords.com/content/1790_Census

you explain where settlers from your town came from. Support your response with evidence from the map. Short Focused Research Session 4: Finding our Town’s First Settlers Who were the first people to settle here? Session 5: Researching our Town’s First Settlers What did these people do to form our town?

Formative Assessment: After researching your settler, create list of at least three details you will share with the class about your settler’s story. For each detail, provide a quote from your research and record where you found your information.

Presenting New Knowledge Session 6: Writing our Colonial Quest How can we share what we’ve learned with others?

Summative Performance Task: After researching your settler, write a brief paragraph describing your settler’s life. Support your description with historical evidence.

Session 7: Completing our Colonial Quest What do we need to do to complete our Quest?

Grade: 5 - 8

Author: Vital Communities

Contact Information: http://www.vitalcommunities.org/valleyquest

www.vitalcommunities.org/valleyquest | Copyright 2015

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The Colonial Quest Curriculum Overview

Discover Your Place in History! Bring history to life for your students with this free, standards-based curriculum that examines early settlement history through the lens of

your hometown.

The sequence of the Colonial Quest Curriculum is driven by questions:

- WHO were the first residents here?

- WHERE did the colonists come from?

- WHEN and WHY did they come?

- WHAT did the colonists do to establish this town?

The curriculum's approach integrates place-based education, primary

source exploration, and service learning: students use maps to track movement and settlement; they find early settlers in old burial grounds;

learn more about specific people using the census and town histories; and share their learning via a Quest (educational treasure hunt).


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What is a Quest?

A Quest is a community treasure hunt that guides people through -- and teaches them how to see -- a unique community treasure. The

treasure might be a natural feature in the community (a watershed, a park or wetlands), a cultural site (the oldest building, the first

gravestone) or perhaps the setting of a particular story (the life of a person or beginnings of an industry).

Quests can be designed and adapted to explore a wide variety of places; and can be created by classrooms, scout troops, or by youth groups and

adult community partners working collaboratively.

For each quest, participants create: Clues that guide and teach questers as they move through a site

Maps or drawings that illustrate the quest and prevent visitors from getting lost

A treasure box at the end of the quest, which contain a scrapbook, a sign-in guest book and a unique, hand-carved rubber

stamp

Once a quest has been created, children, families, adults and visitors embark on the quest to have fun while they learn about the

community's landscape and heritage. Families can go questing on holiday outings and for children's birthday parties; daycare programs,

schools and camps can utilize quests for educational field trips; tourists

enjoy quests as well.

On the surface, a quest seems fairly straightforward: rhyming clues, a hand-drawn map and a hidden treasure box. But that's just the tip of

the iceberg. Beneath the surface is a program that teaches community landscape and heritage and that fosters a sense of place.

Quests, in general, emphasize three things: Mapping the assets of our communities -- our special places Teaching about these places in an integrated, multisensory and

experiential way Deepening community interrelationships: between children and

adults, schools and communities, newcomers and old-timers.


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Session 1: Abenaki Homeland

Focusing Question: Who lived here first, prior to colonization?

Overview: Students learn Native American place names and connect these words to an ancient relationship with specific locations and

qualities of the region. Then, they collaborate to create an Abenaki dictionary.

Topical Understandings: - This region has been Native American homeland for thousands

of years.

- Native words and place names are found across the region - These words link to specific attributes of the region

Materials: - Map(s) of Vermont (optional)

- - Abenaki Home land http://www.abenakination.org/pics/xlargemap2.jpg

- Where the Great River Rises, p. 134

- http://www.upne.com/1-58465-765-0.html

- Native American place names (Handout A) / Adapt to emphasize your part of the state

- Colored pencils or crayons - Lightly colored construction paper

- Optional supplements: - Native artifacts…

- Foods, like fiddleheads, Jerusalem artichokes, wild onions, maple syrup

- Cultural artifacts, like pottery, projectile points, tools or basketry

Length of time to complete: One 30 - 40 minute period

http://www.abenakination.org/pics/xlargemap2.jpg

http://www.upne.com/1-58465-765-0.html


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Procedures:

A. Establish thousands of years of Native inhabitation

1. Students form a line, shoulder to shoulder, and then take steps back in time, to explore how transportation (movement) and

culture (settlement) have changed in the region over time. Take one step back with the reading of each statement:

- Let’s go back in time, 5 years – there are no iPhones - And now 25 years – no personal computers

- Back 50 years – no interstate highways, much less travel - 75 years –few have ever flown in an airplane

- 100 years – very few have ever ridden in a car - 150 years – the 1st trains arrive here in the 1840’s & 50’s

- 200 years – everywhere by foot, boat, “horse power” - 250 years ago – there are no European colonists or colonies in

the Upper Valley; this is Abenaki home land - 500 years ago – Abenaki are living here - 1000 years ago – Abenaki are living here

- 2000 years ago – Abenaki are living here - 4000 years ago – Abenaki are living here

- 8000 years ago – Abenaki and their ancestors are here. - Since the last ice age - 10,000 or so years ago – native people

have inhabited the Upper Valley. It is only very recently that European colonists arrived and called this place “home.”

- Many Abenaki still reside here. Do any of you have Abenaki (or other) native ancestry? Abenaki friends? Or neighbors?

2. Introduce various clues to Native inhabitation

How do we know of this long Abenaki history? Through written documents (letters, histories, etc.)

o (Read from a local one, if available) Through oral histories, both native & colonial Through the dating of artifacts – pots, arrowheads, etc.

o (Pass around, if available) Through cultural heritage – native foods, etc.

o (Show and tell, if available) Through native “place names” across the landscape

3. Introduce Native place names


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Living here - and traveling by boat or on foot - over thousands of years, dozens of generations, Native people developed a deep sense of how

wealth and wisdom “sits in places,” e.g. Here is the best route between two valleys.

There are the falls – or a good place to fish Down there is the best place to find clay.

B. Native Place Names Activity

1. Introduction Ask students if they know of any places in the area with Native

American names.

Each student receives a Native American place name from the region

Students read these names aloud to the rest of the class,

beginning to build their vocabulary. Students identify and highlight these names on a copy of a

regional map. (Any map will have some, like Connecticut, Sunapee, Ascutney; or you can use a more specialized map)

Discuss how Native Americans name places, (Descriptive of the site-specific qualities)

Navigate a journey from one place to the next using Native place names. e.g. How might you get from Mt. Ascutney to Lake Sunapee? Travel east from Kaskakadenak (Wide Mountain) to

Kwanitekw (Long River). Follow the river south to Senomoziktekw (Sugar Maple River); then east up the river to Seninebes (Rock

Lake).

2. Main Activity – drawing places

Students receive ½ sheet of construction paper At the top, they carefully write their native word At the bottom, they write the definition / translation

In between, they imagine and then draw a picture of that definition, translation or action: e.g. someone gathering wild

onions (Winooski) or making a pot from river bank clay (Mascoma). As they work on their drawings, ask the students to

try to memorize both their word and its meaning. Students share their work

Collectively, the drawings can be compiled into a dictionary of local Native American place names

3. Concluding Discussion

o Emphasize many Abenaki still inhabit this community


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o Emphasize Abenaki folk-ways and food-ways still inform our lives: paved roads trace Abenaki trails; planted fields trace

the floodplains; we enjoy and recreate in Abenaki sacred places; and honor the seasonal harvests (sap run,

fiddleheads, berries ripening) with celebration. o Native words - not always correctly interpreted or

pronounced by Europeans – surround us today. o As Europeans heard Native Americans say a name they

would apply these words to name places more permanently by placing the names on maps; and different groups might spell these words in different ways: for example, the name

Lake Winnipesaukee has over 100 spellings.


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Session 1: Assessment Rubric Abenaki Homeland

Beginning 1

Developing 2

Accomplished 3

Exemplary 4 Score

Group work &

Participation

Student made little effort to

participate in “stepping

back in time”

activity.

Student participated

in the activity.

Student actively

participated – and is

beginning to understand

the chronology.

Student

worked well with group, understands chronology,

and a few key turning points.

Discussion/ Analysis

Student was unfocused in

group discussions, distracted,

or distracting to others

Student was following

discussions, but not active in

responding to or asking questions.

Student was engaged in

group discussions;

and asked OR answered questions

Student was actively

engaged in group

discussion: BOTH asking

and answering questions

Drawing/ Product

Student did not make an

effort to complete a

drawing according to directions

Student followed

directions and

completed their

drawing

Student demonstrated

topical understanding

OR positive feeling about their word /

work

Student demonstrated understanding AND positive feeling about

their work and word

Content/ Mastery

Student did not learn a place name

and meaning

Student learned one place name

and its meaning

Student learned two place names along with

their meanings

Student learned two (or more)

place names; their

meanings; and either their physical or ecological

place within this region


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Session 1: Handout A

Connecticut River

Kwanitekw

“Long River”

Ompompanoosuc River Bemomanoske

“Fishing Place River”

Coos Koasek

“Pine Tree Place”


2

Mt. Moosilaukee Mozalhlakik Wadso

“Cow Moose Land”

Lake Sunapee Seninebes

“Rock Lake”

Mount Ascutney Kaskakadenak

“Wide Mountain”

Sugar River Senomoziktekw

“Sugar Maple River”


3

Mink Brook

Mosbasak Zibosiz

“Mink Brook”

Winooski River Winoskitekw

“Onion Land River”

Passumpsic River Pasomkasek Zibo

“Sandy Bottom River”

Merrimack River Molodemak Zibo

“Deep Water River”


4

Mascoma River Mazalopskok Zibo

“Clay Place River”

This list is adapted from Chapter 20, Native Space, in Where the Great River Rises

Dartmouth College Press, Hanover, NH, 2009


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Session 2: From Old England to New England

Focusing Questions: When and why did colonists leave England for

New England? Where did they settle?

Overview: In this lesson, students learn - in broad strokes - when and

why colonists left England for the New England colonies. Students ‘travel’ across the Atlantic in families: to different places, at different

times, and for a variety of reasons. Using maps, students locate English place names: first in England, then across the Atlantic in New England.

Topical understandings: - The colonization of New England - English place names

- Re-naming the New England landscape

Materials o New England Colony slips (Handout A)

o Colonization date slips (Handout A) o Purpose for leaving slips (Handout A)

o English towns (provided as Handout B); or http://maps.google.com/?mid=1293811969

(One copy per student on 11 x 17 paper) / Adapt for your part of the state and CT towns (Handout C)

o Connecticut towns (Handout D) or

http://www.ct.gov/ecd/LIB/ecd/20/14/townmap.pdfr (One copy per student on 11 x 17 paper) OR Massachusetts

towns (Handout E) http://www.sec.state.ma.us/cis/cispdf/ma_counties.pdf

o Colored pencils or crayons o Masking tape

Length: One 40 - 55 minute lesson

http://maps.google.com/?mid=1293811969

http://www.ct.gov/ecd/LIB/ecd/20/14/townmap.pdfr

http://www.sec.state.ma.us/cis/cispdf/ma_counties.pdf


2

Procedures

A. Introductory Conversation 1. Why might people move from one place to another?

2. Discuss the general definition of colonization

Colonization: the act of colonizing Colonizing: to establish a colony

Colony: a body of people living in a new territory but retaining ties with the parent state

B. Acting Out Colonization 1. On the classroom floor, a simplified map of the Atlantic

basin is constructed using masking tape (with England to

the east, New England to the west, the Atlantic Ocean in between).

2. Students sit on one side of the room, in England.

3. The population is growing; the countryside is becoming deforested; there is little economic, social or religious

mobility. 4. Small groups - representing families-receive (handout A)

a date to leave, a place to go, and

a reason for leaving. 5. One by one, families cross from old England to New

England, stating where they’re going, when they went, and why they went

6. On the far shore students, one at a time, declare their colony – this place and on this date – a NEW colony of

ENGLAND in the name of GOD and the KING.

C. Reflective Discussion 1. Reflect again on the definitions of colonization.

2. Do these definitions accurately depict this act? 3. Why do you think people colonize other places?

4. Is colonization a peaceful process? Yes or no? Why or why not?


3

D. New England in Old England – Adapt for YOUR cluster of

towns 1. Pass out worksheet – Map of England

Let’s take a look at where the colonists came from. 2. Have students label the map “NEW ENGLAND IN OLD

ENGLAND” Look. Do some of these names seem familiar? 3. Next, have them mark the four directions on the map:

NORTH at the top, SOUTH at the bottom, WEST left, and

EAST right. 4. In the southeast corner of England find LONDON and

color it YELLOW. 5. North of London – along the coast search for NORWICH

and color it BLUE. 6. Southwest of Norwich find THETFORD and color it

PURPLE. 7. Southwest of Thetford, find ENFIELD. Color it ORANGE.

8. Follow the coastline moving south and then west from London. Can you find LYME and color it BROWN?

9. Between Lyme and London look for WINDSOR and color it RED.

10. Further north find HARTFORD and color it PINK.

E. Reflective Discussions Most of these towns and cities were founded between the years 1000 –

1200 AD, five hundred years before English Colonists traveled to and colonized New England. Some of these are originally “native” place

names - indicating specific natural settings. Can you decode the language of one or more of these place names?

“Thet” = a river in England; “ford” = river crossing “Nor” = abbreviation for north; “wich” = a village

“En” = short for end; “field” is self-explanatory

E. Now let’s look how colonists tried to replicate Old

England in New England 1. Pass out a map of Connecticut towns

2. Label the map: COLONIZATION IN CONNECTICUT (OR MASSACHUSETTS if you are in a “MA town”)

3. Begin by labeling the four directions on the map of Connecticut: write NORTH at the top of the map, SOUTH

at the bottom, WEST to the left of the map, and EAST to the right.

4. Connecticut was colonized in 1636. You can see the Abenaki heritage in the name Connecticut, meaning “long


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tidal river;” as well as the transition of “old” England into

New England in the transparent naming of ‘New London.’ Find NEW LONDON on the jagged southern coastline and

color that city YELLOW. 5. Upstream from New London search for NORWICH,

Connecticut and color that town in BLUE. 6. Two towns west of Norwich find LEBANON, Connecticut

and color it PURPLE. 7. Northeast of Norwich can you find PLAINFIELD,

Connecticut? Color it ORANGE. 8. Follow the coastline west from New London. Can you find

LYME, Connecticut and color it BROWN? 9. Now try to place your fingertip in the center of the state

of Connecticut. Can you find Wethersfield, Hartford and Windsor all in a row? Color WEATHERSFIELD in GREEN.

10. Now color HARTFORD in PINK…

11. And finally, color WINDSOR in RED.

F. Reflective discussions: How did the colonists name their ‘new ‘communities? Why do you think they named them in this fashion?

Some names were clearly for places…New London from London Others were named for powerful people...

Bennington, VT from Governor Benning Wentworth; OR Or to honor / receive favor from the landed gentry / nobility…

Thetford, from the Viscount of Thetford Orford, from the Earl of Orford

How did the colonial way of naming differ from the way natives named places? And why?

www.vitalcommunities.com/valleyquest | Copyright 2015

1

Session 2: Assessment Rubric From Old England to New England

Beginning 1

Developing 2

Accomplished 3

Exemplary 4 Score

Group work Participation

Student made little effort to

participate in “Crossing

from England” activity.

Student participated

in the “Crossing” activity.

Student actively

participated – and

understands ONE when, where and

why.

Student

worked well with group, understands

TWO (or more) when, where and

whys.

Discussion / Analysis

Student was unfocused in

group discussions,

distracted, or distracting to

others

Student was following

discussions, but not active in

responding to or asking questions.

Student was engaged in

group discussions,

and asked OR answered questions

Student was actively

engaged in the group discussion:

BOTH asking and answering

questions

Map / Product

Student did not make an

effort to complete the

map work according to instructions

Student followed

directions and

completed the map activity

Developing, PLUS student understands

the movement

from UK to CT

Accomplished, PLUS students

understand motivation(s)

and chronology

Content / Mastery

Student cannot name Upper Valley towns found in England

(or Connecticut).

Student can name two or three towns common to UK, CT and

the UV

Student can name more than four

towns common to the UK, CT

and UV

Accomplished, PLUS the

student knows geophysical locations,

chronology plus

motivations for

colonization


1


WHERE & WHEN WE GO -----------------------------------

Connecticut 1639 ----------------------------------- Rhode Island 1636

----------------------------------- New Hampshire 1623 -----------------------------------

Massachusetts 1620 ----------------------------------- New York 1626

----------------------------------- Maine 1607 -----------------------------------


2

WHY WE GO -------------------------------------

FISH ------------------------------------- TREES

-------------------------------------

RELIGIOUS FREEDOM

------------------------------------- TO OWN LAND

-------------------------------------

ECONOMIC OPPORTUNITY

------------------------------------- A FRESH START

-------------------------------------


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Session 2: Handout B


1

Session 2: Handout C

Connecticut Towns

Connecticut Department of Economic and Community Development 1996

Bridgeport

Hartford

New Haven

Stamford

Waterbury

Andover

Ansonia

Ashford

Avon

Barkhamsted

BeaconFalls

Berlin

Bethany

Bethel

Bethlehem

Bloomfield

Bolton

Bozrah

Branford

Bridgewater

Bristol

Brookfield

Brooklyn

Burlington

Canaan

Canterbury

Canton

Chaplin

Cheshire

Chester

Clinton

Colchester

Colebrook

Columbia

Cornwall

Coventry

Cromwell

Danbury

Darien

Deep River

Derby

Durham

East Granby

East Haddam

EastHampton

EastHartford

East Haven

EastLyme

EastWindsor

Eastford

Easton

Ellington

Enfield

Essex

Fairfield

Farmington

Franklin

Glastonbury

Goshen

Granby

Greenwich

Griswold

Groton

Guilford

Haddam

Hamden

Hampton

Hartland

Harwinton

Hebron

Kent

Killingly

Killingworth

Lebanon

Ledyard

Lisbon

Litchfield

Lyme

Madison

ManchesterMansfield

Marlborough

MeridenMiddlebury

Middlefield

Middletown

Milford

Monroe

Montville

Morris

Naugatuck

NewBritain

NewCanaan

NewFairfield

NewHartford

NewLondon

NewMilford

Newington

Newtown

Norfolk

NorthBranford

NorthCanaan

NorthHaven

North Stonington

Norwalk

Norwich

Old Lyme

Old Saybrook

Orange

Oxford

Plainfield

Plainville

Plymouth

Pomfret

Portland

PrestonProspect

Putnam

ReddingRidgefield

RockyHill

Roxbury

Salem

Salisbury

Scotland

Seymour

Sharon

Shelton

Sherman

Simsbury

Somers

South Windsor

Southbury

SouthingtonSprague

Stafford

Sterling

Stonington

Stratford

Suffield

Thomaston

Thompson

Tolland

Torrington

Trumbull

Union

Vernon

Voluntown

Wallingford

Warren

Washington

Waterford

Watertown

WestHartford

WestHaven

Westbrook

Weston

Westport

Wethersfield

Willington

Wilton

Winchester

Windham

Windsor

Windsor Locks

Wolcott

Woodbridge

Woodbury

Woodstock

Wrentham

Fairhaven

West

Bridgew

ater

EVERETTBelmont

SOMERVILLE

Chilmark

West Tisbury

Provincetown

Truro

Well eet

Eastham

Orleans

ChathamHarwich

BrewsterDennis

YarmouthBARNSTABLE*

Sandwich

Mashpee

Bourne

Falmouth

Oak Blu s

Tisbury

Nantucket*

Scituate

Marsh eld

Norwell

Duxbury

Kingston

Plymouth*

Hanover

Rockland

BROCKTON*

Abington

Whitman

Avon Holbroo

k

Hingha

m

Cohasset

Hull

QUINCY

Adams

Becket

Cheshire

Clarksburg

Florida

Great

Hinsdale

Lee

Lenox

Monterey

New

NORTHADAMS

Otis

PeruPITTSFIELD*

Sandis eld

Savoy

She eld

Washington

Windsor

Buckland

Ash eld

Charlemont

Colrain

Conway

ErvingGill

Hawley

HeathLeyden

Monroe

Montague

North eld

Orange

Rowe

Shelburne

Warwick

Whately

Blandford

Chester

Granville

HO

LYO

KE

Southwick

Tolland

WES

TFIE

LDBelchertown

Chester eld

CummingtonGoshen

Granby

Hat

eld Pelham

Plain eld

AshbyTownsend

Ashburnham

Athol

Barre

GARDNER

Hardwick

Hubbardston

LEOMINSTER

NewOakham

Petersham

Royalston

Templeton

Westminster

Winchendon

Willi

amsto

wn

NewAshford

Lanesborough

Han

cock

Worthington

Deereld

Sund

erlan

d

Will

iamsb

urg

Leve

rett

Amhe

rst

Hun

tingt

on

EAST

-H

AMPT

ON

Mou

ntW

ashi

ngto

nEg

rem

ont

Wes

tham

pton

Stoc

kbrid

ge

Wes

tSt

ockb

ridge

WEST

SPRINGFIELD

Southampton

Montgomery

Russell

TyringhamAlfo

rd

Marlborough

Barrington

Richmon

d

GREENFIELD*

Shut

esbur

y

Bern

ardsto

n

New

Sale

m

FITC

HBU

RG*

Brook eld

NorthBrook eld

West

Phillipston

Braintree

Wendell

Dalt

on

Middle eld

Hampd

en

Ware

PalmerWarren

MonsonBrim eld

Wales

Hollan

d Sturb

ridge

Spencer

Broo

keld Ea

stBr

ook

eld

Charlton

Dudley

Web

ster

SOUTHBRID

GE

Douglas

Oxford

Leicester

AuburnMillbury

Sutton

Ludlow

Wilb

raham

SPRIN

GFIELD

*CHICOPEE

AGAWAM

NORTHAMPTON*

South Hadley

Longmeadow

East Longmeadow

Uxbridge

Mendon

Milford

Blackstone

Belli

ngha

m

Mill

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Hadley

Princeton

Rutland

Paxton

Holden

Sterling

Lanc

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Wes

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Clinton

WORCESTER*

Shrewsbury

Northborough

Berlin

Westborough

Grafton

Upton

Hopkinton

Northbridge

Holliston

Medway

FRAN

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Plainville

North

Attleborough

Mans eld

ATTLEBORO

Seek

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Swansea

Somers

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Westport

Dartmouth

NEWTON

Dover

Sherborn

Millis

Norfolk Sharon

Norton

Rehoboth Dighton Berkley

Freetown

East Bridgewater

BridgewaterHalifax

Rochester Wareham

Lakeville

MiddleboroughCarver

Plympton

Easton

Brooklin

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Wellesley

Pembr

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Han

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Raynham

Foxborough

Mattapoisett

NEW

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Acushnet Mar

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Littleton

Ayer

Groton

Harvard

Acton

Westford

Boxborough

Concord

Carlisle

Billerica

Tewksbury

Chelmsford

LOWELL*Andover

METHUEN

Dracut

LAWRENCE*

Dunstable

TyngsboroughPepperell

Way

land

Sudbury

MARLBOROUGH

Southborough

Hudson

StowBolton

Shirl

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Lincoln

May

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Ashland

Lunenburg

TAUNTON*

Canton

Dedham*

Med

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Milton

Needham

Norwood

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BEVERLY

Boxford

Danvers

EssexGLOUCESTER

Hamilton

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LYNN

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Marblehead

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Saugus Swampscott

Wenham

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William Francis Galvin, Secretary of the CommonwealthCitizen Information Service(617) 727-7030 • 1-800-392-6090 (in Massachusetts only) • TTY: (617) 878-3889 • www.sec.state.ma.us/cis

NantucketSound

Buzzards B

ay

Cape Cod Bay

Massachusetts Bay

Martha’s Vineyard

Cities are in capital letters. * indicates County Seat.

ere are 14 Counties, with 50 cities and 301 towns.

ere are twelve communities that have applied for, and been granted, city forms of government, though they wish to be known as “e Town of”. ey are: AGAWAM, AMESBURY, BARNSTABLE, BRAINTREE, EASTHAMPTON, FRANKLIN, GREENFIELD, METHUEN, SOUTHBRIDGE, WATERTOWN, WEST SPRINGFIELD, and WEYMOUTH. ey are in Italics.

e geographic center of Massachusetts is the Town of Rutland, Worcester County.

Oldest Town: Plymouth - 1620Oldest City: Boston - 1820Newest Town: East Brook eld - 1920Newest City: BRAINTREE - 2007Smallest by population: Town of Gosnold - 86, City of North Adams - 14,681Largest by population: Town of Framingham - 66,910, City of Boston - 589,141

Updated 3/11/08

N

MASSACHUSETTS COUNTIES

Franklin

Hampshire Hampden

EssexWorcester

Dukes

Bristol

Middlesex

SuffolkNorfolk

Berkshire

Nantucket

Plymouth

Barnstable


1

Session 3: Settling Vermont and New Hampshire

Focusing Questions: When and how was this region settled?

Overview: Students conduct a close read of one family’s migration

from England to Massachusetts to Connecticut to the Upper Valley. Students generate questions about their own town’s settlement and

conduct an inquiry using maps. They then make a claim about settlement using evidence from the maps.

Topical understandings: - Families migrated to the Upper Valley from Connecticut and

Massachusetts

- Families settled on what was once Abenaki land.

Materials: The Mann Family Story (Handout A: adapted for 4th grade)

Maps: Upper Valley Map—Lauren do you have a PDF of this?:

http://www.vitalcommunities.org/transport/uvregionmap.htm

Connecticut and/or Massachusetts maps from Session 2

Colored Pencils

Length of time to complete: Two 30 to 45 minute lessons

Procedures:

A. Close Read – The Mann Family Story (Paragraph 1)

Read the first paragraph to the class. While reading stop and have the students underline each location with a different

color: Plymouth and Norfold Counties (red)

Hebron, Connecticut (green)

Orford, NH (blue)




2

As a class, trace the family’s migration from England to Orford,

NH, on a map and note the dates. Discuss: How does the Mann family story match what you have

already learned (that colonists moved from England to New England).

Analyze: What new knowledge does the story provide? (Settlers continued to move with each new generation. Some

families who originated in England eventually settled in the Connecticut River Valley.)

Question: Generate questions about the family and your own town. (Where did the settlers in our town come from?)

B. Investigating Upper Valley Town Settlement

A. Map Inquiry—Where did the settlers in our town come from?

Hand out the Connecticut or Massachusetts map that students

have labeled “Colonization in Connecticut.” Can they find their

town? What color is it?

Hand out the Upper Valley Map (or a VT/NH map) and have them mark the four directions. Color the Connecticut River blue.

Find your town and color it the same. Have students continue to

match colors between Connecticut and the Upper Valley.

B. Make a Claim—After gathering evidence from the maps, write a paragraph in which you explain where settlers from your town

came from. Support your response with evidence from the map.

C. Concluding Discussion A. Review the migration of people to the Upper Valley,

specifically the connections between England, Connecticut

and the Upper Valley.

B. Guiding questions: How and why did people migrate to the

Upper Valley? How did they choose to name their towns? What do you think it meant to Native Americans to have

these new people claiming land and renaming the places? What is different about the way Native Americans name

places and the English settlers did?


1

Session 3: Assessment Rubric

Session 3: Settling Vermont and New Hampshire

Beginning

1

Developing

2

Accomplished

3

Exemplary

4 Score

Mann

Story

Student was

unfocused,

distracted, or

distracting to

others

Student paid

attention to

the process

and story.

Student was

an active

listener: asked

questions OR

offered

insights.

Student

beginning to

understand the

content AND

asked

questions and

offered insight.

Map

Inquiry

Student did

not make an

effort to

complete the

map work

according to

instructions

Student

followed

directions

and

completed

the map

activity

Developing,

PLUS

understands

when and how

their town was

laid out.

Accomplished,

PLUS student

beginning to

understand

political &

technical

aspects of

colonization.

Claim

Student

could not

make a claim

about town

settlement.

Student

made a

claim but did

not provide

evidence.

Claim was

supported by

appropriate

evidence.

Claim was

supported by

evidence drawn

from more than

one map.

CENTENNIAL CELEBRATION OF THE TOWN OF ORFORD NH

DELIVERED ON THURSDAY SEPTEMBER 7 1865 WITH SOME

ADDITIONAL MATTERS RELATING TO THE HISTORY OF THE PLACE

by Joel Mann

(Adapted by Marguerite Ames for the 4th grade)

@I. My great-great grandfather Richard Mann, a planter, came on the Mayflower

with the Pilgrims in 1620. His descendants settled in the Massachusetts counties of

Plymouth and Norfolk. His son Richard (my great-grandfather) purchased a farm in

Hebron, CT, and moved there. My parents were brought up in Hebron. They married

on the Sabbath day, Feb 17, 1765. My grandfather, John Mann, learned that there was

land for sale in what would become Orford. He purchased a lot of fifty acres for one

dollar an acre. He gave this piece of land to my father, John.

@II. John Mann (my father) started on the 16th of October 1765, on horseback with

my mother, who carried with her a wardrobe by no means ample for a bride. My father

rode part of the way, carrying a knapsack, some tools for coopering, and an axe. On

the day they left for the wilds of Coos the people of the village bid them farewell, not

expecting ever to see them again. Indeed it was a greater and far more dangerous trip

than now to go to California or Oregon.

@III. At Charlestown, NH, (Fort #4)Mann bought a bushel of oats for his horse,

and some bread and cheese for himself and his wife. They set off, he on foot and his wife

on horseback. From Charlestown to Orford, a distance of 60 miles, there was no road,

only a foot path with marked trees to guide them. The path was often blocked with

fallen trees. When they came to one that the horse could not get around, the young bride

had to get off the horse. Then they had to unload the horse and make it jump over the

obstacle. This happened many times. Once, the horse did not wait to be unloaded and

leaped over a large tree, rider and all! His wife and all the luggage ended up in a heap

upon the ground! Thankfully she was not hurt, so they packed up and continued on

their way.

@IV. On their journey they stopped in Claremont, Cornish, Plainfield, Lebanon,

Hanover, and Lyme to rest or to spend the night. As newcomers, my parents were

welcomed and treated to what little food the settlers had. Just before arriving in

Orford, they came to a stream that was too deep for wading and had to go upstream to

find a safe place for crossing. The banks were steep with tangled underbrush, so this

was quite dangerous.

@V. The whole journey of about two hundred miles took eight days, averaging

twenty-five miles in a day. They arrived in Orford on October 24, 1765. Orford was

founded by John Mann, a man of pure and noble aims and of greatly useful life. Over

the years, skill and hard work has transformed a gloomy wilderness into a productive

town. The home of the savage has become the home of an intelligent cultivated Christian

people.

@VI. My oldest brother, Major Mann, wrote an account of the early settlement. He

said that when our parents arrived in Orford, Mr. Daniel Cross and his wife were

living in a small log hut near the bank of the river. The hut was covered with bark and

had a floor of split logs. There was no chimney or hearth. Mr. Cross welcomed the new

comers into his cabin. The men agreed to share the cutting of wood and to keeeping a

fire in the middle of the cabin. They divided the space using blankets.

@VII When my father needed an augur to make a bed, he had to walk nine miles

through the woods to Thetford to borrow one. When the bed and two or three chair

frames were put together, it was back nine miles through the woods to return the augur.

This labor and fatigue was considered as nothing!

@VIII Since there was no grain raised yet, Mr. Mann spent his evenings making pails

and tubs. When the river was frozen, he piled them on a hand sled and took them to

Newbury VT, about 20 miles away. There he exchanged them for corn with the three

families living there: Johnston, Bailey, and Hazen. They had been there three years, had

cleared land, and raised corn. Back in Orford, they pounded the corn in large mortars

made from wood logs that they had hollowed out at one end. Mrs. Mann and Mrs.

Cross used the finest ground part of the corn to make cakes. They boiled the coarser

part and ate it with milk from Mr. Cross's cow. After they were settled in their own

tent, Mrs. Mann went to the river and brought all the water they used in a three-pint

basin, except on washing days. What would our young lasses think of beginning

housekeeping in that way?

@IX My father told me that soon after they arrived, nearly two feet of snow fell and in

a few days there fell two feet more. My parents began to think they might be buried

alive before the spring. Fortunately plenty of wood was close at hand. My father had

built their log cabin on high ground near the river. But, because of the spring thaw, the

river rose so much that one morning they found their cabin entirely surrounded by

water. He carried his wife to a place where it had not reached. The work of clearing the

land may be imagined from the fact that the pine trees were an average two hundred

feet high! I remember seeing their enormous stumps when I was a boy. When my

parents first arrived here, there had been endless forest, the prowling wolf and the timid

deer.


1

Session 4: Finding our Town’s First Settlers

Focusing Question: Who were the first people to settle here?

Overview: Students explore a cemetery with gravestones of the first settlers. Students gather data; connect with sites via drawing and mapping; and

use these connections as a jumping off point for Lesson 5.

Topical understandings: Primary sources

Data collection

Materials: Digital Camera

Cemetery data collection form (Handout A)

Clipboard Paper

Pencil Chaperones

Length of time to complete: Teacher Prep + one class period

Procedures: Teacher Preparation:

Use your town history to choose a window of time for your students to

investigate. For instance, if your town was chartered in 1763, the first settlers to be buried in the cemetery will range from 1763 – 1820 or

later.

Visit the cemetery and decide whether you want to pre-choose settler

stones for students to find or if you want to provide them with a set of dates and let them search for settler stones (this is much more

challenging). Decide how far apart you want your students to range.


2

Typically, it works best to have one stone for each 1 – 3 students,

depending on whether they do their best work individually, working in pairs, or as trios.

1. Introduction

Help students visualize the first settlers of the town by continuing a close read of the Mann Family Story from Session 3. Other

stories to read include: Alice Dalgliesh, The Courage of Sarah Noble; Natalie Kinsey-Warnock, The Bear that Heard Crying

Explain that you will be gathering evidence from primary

sources—artifacts from the time when the town was first settled to find out who settled the town.

2. Gathering Evidence at the Cemetery

Clarify that the cemetery is – for today – their “outdoor

classroom.” Elicit a list of appropriate outdoor classroom behaviors, and commit to following them.

Also clarify that a cemetery warrants other respectful behaviors. What are they?

Clarify that this section of the cemetery is – for today – a museum of primary sources, artifacts which can help them discover the

history of their town. Begin to walk through the cemetery.

Model your process with the first headstone – data collection / drawing / symbol. You may wish to include measuring height /

width / depth. And take photos! Then drop off pairs to complete the process with additional stones

Teacher moves between groups and gathers students for reflection as they finish.

3. Drawing Conclusions Who are some of the characters – or people – in our town’s

colonial story? Were there specific clues or links to important local, regional or

national events (e.g. American Revolution)? Dates when things happened (e.g. First settler in 1766)? Are their clues to migration

(e.g. Born in Farmington, CT)? Or to roles played in the community (Served as Deacon)?

4. Asking Questions

Students should generate 2 – 3 new questions about “their settler.”


1


Lesson 4: Finding our Town’s First Settlers

Beginning

1

Developing

2

Accomplished

3

Exemplary

4 Score

Field work

in Cemetery

Student was

unfocused,

distracted,

or

distracting to

others

Student paid

attention to

the process

of

observation

& analysis.

Student

beginning to

recognize

architectural

and/or

cultural

features.

Student can

demonstrate

observation &

analysis of

artifacts.

Discussions

Analysis

Student was

unfocused in

group

discussions,

distracted,

or

distracting to

others

Student was

following

discussions,

but not

active in

responding

to or asking

questions.

Student was

engaged in

group

discussions,

and asked OR

answered

questions

Student was

actively

engaged in the

group

discussion:

BOTH asking

and answering

questions

Data

Collection/

Product

Student did

not make an

effort to

complete the

data

collection

form

Student

followed

directions

and

completed

their data

collection

form

Developing,

PLUS

beginning to

wonder about

/ understand

who their

settler was as

an individual.

Accomplished,

PLUS

beginning to

understand the

larger story of

colonization:

who, when,

where, how,

why.

Content/

Mastery

Student

cannot name

or date a

colonial

settler

Student

knows the

name OR

dates of

their colonial

settler

Student

knows the

name and

dates of their

Colonial

settler

Accomplished,

PLUS can

name several

settlers, where

they’ve come

from, what

they did.


1


GRAVESTONE DATA COLLECTION FORM

Your name: _____________________________ Today’s date: _______

Stone color:________________________________________________

Stone type: fieldstone slate marble granite

(circle one)

Shape: bed board arched pointed rectangular

other_____________________

Height: ________________ Width: ____________________________

Thickness: ____________________

First name on stone: ________________________________________

Middle name / initial: ________________________________________

Last name: ________________________________________________

Date of death: Month_____________Day___________ Year _________

Date of birth: Month______________ Day_________ Year _________

It might not be on stone - but you might be able to estimate

Year of death: ________ Minus the age: ________

------------------------ Birth year: ________


2

Name of spouse(s):__________________________________________

Children’s names:

_________________________________________________________

_________________________________________________________

Other information on the stone:

____________________________________________________

Make a sketch of the stone.


1

Session 5: Researching our Towns First Settlers

Focusing question: What did these people do to form our town?

Overview: Students use primarysources such as the 1790 census or town meeting records and secondary sources such as the town history, to learn more

about their town’s settlement era. They decide what is the most important information they will share about their settler.

Topical Understandings: Using primary sources Using secondary sources

Materials: Town History

Town meeting records or other primary sources 1790 Census

Time: Varies, depending on students & resources.

Recommend 1 – 2 periods.

Procedure:

1. Introduction to Historical Evidence Introduce the concept of primary and secondary sources as

evidence. Typically, primary resources are "artifacts" from the time in question. Secondary resources are books about the time in

question.

Primary Sources provide firsthand evidence of historical events. They are generally materials such as manuscripts,

photographs, maps, and newspapers form the time under

study. Gravestones are primary sources. Other primary sources you might gather into a classroom archive include:

Scans of the first town records (found via the Town

Clerk)


2

Scan of the town charter (found via the Town Clerk)

1790 census (online)

Secondary Sources, on the other hand, offer an analysis or a restatement of primary sources. Examples of secondary

sources include: dictionaries, encyclopedias, and textbooks. A textbook might reprint a primary source such as an old

document or photograph. A website might provide digitized versions of primary sources. Secondary sources you might

gather into a classroom archive include:

Copies of Abby Hemenway’s Vermont Historical Gazetteer history of your town. Some one online at archive.org

Your town history (found online or in your town library)

2. Gathering Evidence Provide students with a notetaking system that you already use.

For each primary or secondary source have them look up “their” settler’s name and answer the questions generated at the end of

session 4. These might include: How big was the family? Where did they live? Did they have a role in the community? What sort of

work did they do?

3. Formative Assessment After researching your settler, create a list of at least three

important details you will share with the class about your settler’s story. For each detail, provide a quote from your research, and

record where you found your information.


1

Lesson 5: Assessment Rubric

Lesson 5: Researching our Colonial Settlers

Beginning

1

Developing

2

Accomplished

3

Exemplary

4 Score

Discussion /

Participation

Student

was

unfocused,

distracted,

or

distracting

to others

Student

paid

attention,

but was not

active in

responding

to or asking

questions

Student was

engaged in

group

discussions,

and asked OR

answered

questions

Student was

actively

engaged in the

group

discussion:

BOTH asking

and answering

questions

Primary

source

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

their

primary

source

challenge

Student

completed the

challenge and

retained the

information

Accomplished,

PLUS building

an

understanding

of their colonist

& that person’s

role

Secondary

source

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

the

secondary

source

challenge

Student

completed the

challenge and

retained their

finding(s)

Accomplished,

PLUS building

an

understanding

of their colonist

& that person’s

role

Content /

Mastery

Student

could not

make a list

of details

Student

made a list

of at least 3

important

details

Student made

a list of at

least 3

important

details and

found quotes

Accomplished,

PLUS they can

synthesize

their learning

verbally or in

writing


1

Lesson 6: Writing Our Colonial Quest

Focusing Question: How can we share what we’ve learned with

others?

Overview: Students first establish a route for their Quest. They then

either go back to the cemetery or use maps/photographs from their first

field trip to compose movement clues (procedures) to guide visitors along the Quest route. They then use their research to create a teaching

clue to share what they’ve learned. Finally they create an illustration that synthesizes their learning.

Topical Understandings: Procedural writing

Synthesis Presentation of learning / knowledge

Materials: Movement clue worksheet (Handout A) Putting it all together worksheet (Handout B)

Masking tape Index cards (or scraps of paper)

Paper Pencil

Length of time to complete: Three to four 30 – 40 minute periods

Procedures: Before you move through these procedures, review with your class one or two examples of other student work at www.valleyquest.org You can

print examples – or better still look at it on the ‘big screen’ by using an

LCD projector. Then….

1. Establish the “Quest domain” (10 – 15 minutes)

Have the students sit in a large circle. Let’s map this quest site…right here on the floor!”

Using the duct tape, establish the baseline(s); the four directions.

http://www.valleyquest.org/


2

Pick a Quest starting point (place to park OR that is easy to

find) From there, move mentally through this site, marking KEY site

elements using either ‘post its’ or index cards. 2. Establish route (5 minutes)

Next, sequence these features into an order, or your Quest ROUTE

3. Assign points Clarify / assign small groups responsibility for specific

segments of the route: Starting point A to point B; point B to C; C to D; etc.

Responsibility will follow based on your earlier site visit & their area of research.

4. Clarify assignment (10 – 15 minutes) Clarify that on this field trip, each group - working in its

segment - will need to create a movement clue leading to their

site (from the last one). The 1st group writes from the Quest starting point.

Pre-teach movement clues in the classroom (or on campus)

using the attached form.

First, walk between your two points making observations.

Next, chose the landmarks / ideas that you like best.

Then, sequence them into procedures. And now, work to turn them into 1 – 3 fragments…

And finally into the desired form (sentences, couplets, etc.)

5. Movement Clues (one period) Head out on the field trip! Each group drafts their

movement clue. Then two groups pair up to test / refine each other’s work.

6. Back in the Classroom - Teaching clue / drawings (one period)

Pre teach the Synthesis process using the “Pulling it all

together” form (Handout B)

o First, create a list of the things you know about your

topic.


3

o Next, circle the facts that feel most important to

share. o Then, sequence these ideas into a best order: A, B, C,

etc. o And now, turn that into a DRAFT paragraph or two of

“synthesis writing.” o Finally, create an illustration that helps convey your

idea / story.

Students put their paragraph and image into the form.

7. Students share their work with a read-through from the beginning.


1


Lesson 6: Creating our Colonial Quest

Beginning

1

Developing

2

Accomplished

3

Exemplary

4 Score

Participation

Student

was

unfocused,

distracted,

or

distracting

to others.

Student

paid

attention,

but was not

active in

responding

to or asking

questions

Student was

engaged in

group

process,

participated

by asking OR

answering

questions

Student was

actively

engaged in the

group process:

BOTH asking

and answering

questions

Movement

clue

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

their

movement

clue.

Student

completed the

challenge

using

thoughtful

language OR

focused

observation

Challenge

completed with

BOTH

thoughtful use

of language

and strong

powers of

observation

Teaching

clue/

Illustration

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

their

teaching

clue and

illustration.

Student

completed the

challenge

using strong

details OR

synthesis

Challenge

completed with

BOTH strong

presentation of

learning AND

synthesis

(story telling)

Content/

Mastery

Student

cannot say

much about

their

colonist(s)

Student

knows basic

information

about their

colonist(s).

Developing,

AND can cite

a variety of

primary and

secondary

resources.

Accomplished,

PLUS they can

synthesize their

learning into a

comprehensive

narrative.


1


Movement Clues:

Group: ____________________________ We are responsible from getting: FROM TO Some landmarks between these two points are: 1. 2. 3. 4. 5. Now, circle the ones you like the most. Now sequence them into the ‘best’ order:

1. 2. 3.


2

Now, write these lines in prose (as sentences)

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________

_______________________________________________ Now, turn these into rhyming couplets, your Quest movement clues: _______________________________________________ _______________________________________________

_______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________


1

Session 6: Handout B

Putting it all Together After researching your settler, write a brief paragraph describing your

settler’s life. Support your description with historical evidence.

Draw an illustration that reveals something you’ve learned about their life and times.


1

Session 7: Completing Our Colonial Quest

Focusing Question: What do we need to do to finish our Quest?

Overview: Students participate in a production session, where all of

the Quest elements are completed: map; compass rose; movement clues; teaching clues; directions to the site; Quest box (with stamp,

pad, sign-in book); thank you notes; marketing plan distribution plan; etc.

Topical Understandings: Editing Design

Promotion Distribution

Materials: Paper, pencils, glue sticks, computers, a pair of

compasses (artist) and various art materials for the box maker,

book maker and stamp maker.

Time: One or two 30 - 40 minute periods. (Note: Could be completed as homework)

Procedures: 1. Revisit a sample Quest (online or in one of the Valley Quest books)

with your students and encourage discussion about overall design,

layout, graphics, etc. Tell the students that this is the time for them to pull together and work to bring their Quest to a final product. Set

a deadline for the completion of tasks.

2. Assign students or small groups to the different tasks that will

complete your Quest:

Job title: Artist(s)

Challenge: Come up with a design for a Compass Rose that

indicates North and utilizes elements/details/themes of your Quest site.

Procedures: Sketch out the Compass Rose.


2

Ink it with dark pen so that it will photocopy.

Reduce image to the appropriate size for your publication Materials: paper, pencil, pen, examples of Compass Rose

The best compass ro

The best compass roses will encrypt some elements of the story of your site.

Job title: Poet (s) Challenge: Review the “portions” of the Quest and work to

improve flow, meter, and rhyme so that the quest fits together as a whole.

Procedure: Review clues

Edit to improve flow, meter, etc. Spell check the entire document

Print out the final product Materials: Pen, paper, computer, dictionary, thesaurus

Job title: Cartographer(s) Challenge: Create the Quest Treasure Map, using student

drawings, landmark drawings and other resources. Procedures:

Collect student drawings

Photocopy, darken and re-size as necessary Lay out to “frame” the Quests map

Create site map utilizing community map, google map, world wide web or memory

And overlay student “landmark” drawings re-sized as appropriate Insert compass rose

And add key, title, scale, etc. as appropriate


3

Materials: Paper, pen, map resources, student art work

Job title: Graphic Designer(s) Challenge: Come up with a publication format/design that works

best to present your Quest. Procedures:

Should there be a cover? What should it look like? Compose the “To get there” instructions that steer visitors to the

Quest site. Consider the overall design: Where should the map and clues be

placed? Create a statement from the group. “This Quest was created

by…”, “because…”, and especially a “we’d like to thank…” section at the end.

Materials: Paper, pens, colored pencils, crayons, copies of Quest map and clues.

Job title: Archivist(s) Challenge: Come up with a system to organize and store digital

photographs and other materials used so you have a clear records

and resource for others. Procedures:

Download pictures from camera Scan primary or secondary sources

Create digital archive folder or files for the teacher Burn on a CD and deliver to school librarian

Burn on a CD and deliver to your Historical Society

Job title: Stamp Maker(s) Challenge: Come up design and carve a rubber stamp for the

Quest treasure box. Procedures:

Follow the instructions at

http://www.vitalcommunities.org/valleyquest/MakeAStamp.htm

Job title: Book Artist(s) Challenge: Make a guest book for your Quest treasure box.

Procedures:

http://www.vitalcommunities.org/valleyquest/MakeAStamp.htm


4

Follow the instructions at:

http://www.vitalcommunities.org/valleyquest/bookmaking.htm

Job title: Publicist(s) Challenge: Come up with a plan to share your Quest with the

broader community: other classes, library patrons, day care centers, scout groups, etc.

Job title: Appreciator(s)! Challenge: Create thank you notes to acknowledge all the

people (and organizations) who have helped you with your project.

3. Students share their work

4. Finally, finish the project with a CELEBRATION and CLOSING

CIRCLE:

What did you learn? What will you remember?

What was most important for you? What excited you the most?

How did this project make you feel?

http://www.vitalcommunities.org/valleyquest/bookmaking.htm


1


Lesson 7: Completing our Colonial Quest

Beginning

1

Developing

2

Accomplished

3

Exemplary

4 Score

Participation

Student

was

unfocused,

distracted,

or

distracting

to others.

Student

participated

in their

aspect of

the process.

Student was

engaged in the

process OR

demonstrated

creativity /

commitment

Student was

actively

engaged,

demonstrating

creativity AND

commitment

Product 1

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

their

component.

Student

completed the

challenge

demonstrating

content

knowledge OR

careful

execution

Challenge

completed

BOTH

demonstrating

knowledge

AND with

careful

execution

Product 2

Student

was

unfocused

in the

inquiry

process and

did not

complete

their

challenge

Student

completed

their

component.

Student

completed the

challenge

demonstrating

content

knowledge OR

careful

execution

Challenge

completed

BOTH

demonstrating

knowledge

AND with

careful

execution

Content/

Mastery

Student did

not follow

through on

their part of

the whole

Student

completed

their part of

the project

Developing

AND

understands

that part

within the

context of

(and

commitment

to) the whole.

Accomplished;

PLUS took a

leadership role

in helping the

class complete

the QUEST!

curriculum overview - vital communities...new knowledge the abenaki once lived on this land we now...

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